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Howard Thomas Hurst Jonathan Sinclair Stephen Atkins Lee Rylands John Metcalfe 《Journal of sports sciences》2017,35(14):1342-1348
ABSTRACTThis study aimed to investigate the influence of different mountain bike wheel diameters on muscle activity and whether larger diameter wheels attenuate muscle vibrations during cross-country riding. Nine male competitive mountain bikers (age 34.7 ± 10.7 years; stature 177.7 ± 5.6 cm; body mass 73.2 ± 8.6 kg) participated in the study. Riders performed one lap at race pace on 26, 27.5 and 29 inch wheeled mountain bikes. sEMG and acceleration (RMS) were recorded for the full lap and during ascent and descent phases at the gastrocnemius, vastus lateralis, biceps brachii and triceps brachii. No significant main effects were found by wheel size for each of the four muscle groups for sEMG or acceleration during the full lap and for ascent and descent (P > .05). When data were analysed between muscle groups, significant differences were found between biceps brachii and triceps brachii (P < .05) for all wheel sizes and all phases of the lap with the exception of for the 26 inch wheel during the descent. Findings suggest wheel diameter has no influence on muscle activity and vibration during mountain biking. However, more activity was observed in the biceps brachii during 26 inch wheel descending. This is possibly due to an increased need to manoeuvre the front wheel over obstacles. 相似文献
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Although dialogue is a common word in educational theory, its full significance is diluted if it is seen as a matter of exchange or negotiation of prior intellectual positions. In fact, the dia‐ of dialogue indicates through: dialogue moves through participants and they through it. Dialogue allows participants to have thoughts they could not have had on their own, yet to recognise these thoughts as developments of their own thinking. On this understanding of dialogue, education is a transformative rather than simply accumulative process. Similarly, team teaching is often thought to involve no more than the summative logic of sharing loads and adding perspectives. In dialogic pedagogy, however, team teaching refers to the way that the supportive relationship between teachers opens opportunities for students to join the team as teachers. Although teachers and students have different responsibilities, all learn through a collective dialogue. The article draws on our practice of dialogic team teaching large first‐year classes. 相似文献
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Amy Scott Metcalfe 《Critical Studies in Education》2017,58(2):131-149
ABSTRACTTransnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse. 相似文献
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A universally acceptable definition of stress has so far remained elusive (e.g. McMichael, 1978; Rutter, 1981), though a widely accepted, general definition is that of McGrath (1970), who suggested that stress is “a (perceived) substantial imbalance between demand and response capability, under conditions where failure to meet demand has important (perceived) consequences” (p. 20). In his definition of occupational stress, Kyriacou (1980, p. 3) referred to “the experience... of unpleasant emotions, such as tension, anxiety, anger or depression”.
Evidence of stress among sixth formers and older students (e.g. Dobson, 1980; Dobson & Alban Metcalfe, 1982) is consistent with the suggestion that it is multidimensional in nature, and not exclusively related to examination pressures. The relatively sparse evidence concerning stress in children suggests that life events such as admission to hospital, birth of a sib, or parental divorce, may be associated with subsequent conditions requiring medical or psychiatric treatment (e.g. Rutter, 1981).
The research reported here was concerned with determining sources of perceived stress among 13‐year‐old boys and girls attending ‘normal’ schools, and the reliability and validity of an inventory designed to measure such stress. 相似文献
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Laura Padilla-Gonzalez Amy Scott Metcalfe Jesús F. Galaz-Fontes Donald Fisher Iain Snee 《Compare》2011,41(5):649-668
The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty. 相似文献
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Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors. 相似文献
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