Stiffness,intralimb coordination,and joint modulation during a continuous vertical jump test     

Juliano Dal Pupo  Jonathan Ache Dias  Rodrigo Ghedini Gheller  Daniele Detanico  Saray Giovana Dos Santos 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):259-271

This study analysed the modulation of jump performance, vertical stiffness as well as joint and intralimb coordination throughout a 30-s vertical jump test. Twenty male athletes performed the test on a force plate while undergoing kinematic analysis. Jump height, power output, ground contact time, vertical stiffness, maximum knee and hip flexion angles, and coordination by continuous relative phase (CRP) were analysed. Analysis of variance was used to compare variables within deciles, and t-tests were used to compare CRP data between the initial and final jumps. Results showed reduction in jump height, power output, and vertical stiffness, with an increase in contact time found during the test. Maximum knee and hip flexion angles declined, but hip angle decreased earlier (10–20% of the test) than knee angle (90–100%). No changes were observed in CRP for thigh–leg coupling when comparing initial and final jumps, but the trunk–thigh coupling was more in-phase near the end of the test. We conclude that fatigue causes reduction in jump performance, as well as changes in stiffness and joint angles. Furthermore, changes in intralimb coordination appear at the last 10% of the test, suggesting a neuromotor mechanism to counterbalance the loss of muscle strength.  相似文献   

Are government internet portals evolving towards more interaction,participation, and collaboration? Revisiting the rhetoric of e-government among municipalities     

Rodrigo Sandoval-Almazan  J. Ramon Gil-Garcia 《Government Information Quarterly》2012

Scholars and practitioners argue that the most important interactions between citizens and government happen at the local level. These relationships could become closer and more frequent with the use of information and communication technologies (ICTs). In fact, portals could be seen not only as channels for providing government information and services, but also as powerful tools to exchange information and knowledge between different social actors and government entities and to enable participation in collective decision-making efforts about important public affairs. For instance, social media and other Web 2.0 tools could provide new electronic channels for these interactions through their inclusion in local government portals. This paper argues that although important modifications to the organizational and institutional frameworks would be necessary, the potential for local electronic governance through networks of government and non-government actors via internet portals is clearly present. However, a very important first step would be the inclusion of more interaction, participation, and collaboration mechanisms in government portals. Similar to previous efforts with data from the U.S., this paper describes the results of a recent assessment of local government portals in Mexico. The conclusion is that progress toward citizen engagement is slow in local governments and there are very few efforts to increase interaction, participation, and collaboration channels on their portals. Most of them are still following the vision of information and services providers and a local electronic governance model is still in its very initial stages. It seems that e-government in municipalities is still more rhetoric and less reality, at least in some countries.  相似文献   

Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse     

Victoria Sánchez  Mercedes García 《Educational Studies in Mathematics》2014,85(2):305-320

This study is part of a wider research program, which seeks to investigate the existence (or not) of relationships between sociomathematical and mathematical norms at different academic levels. Here, we consider the norms that arise in the interaction between primary student teachers when they solve a mathematical task related to the mathematical definition. We hypothesize that in the colloquial mathematical discourse between these students coexist two types of discourse as follows: sociomathematical and mathematical, each one with its specific norms. This coexistence can originate commognitive conflicts. We have been able to identify different commognitive conflicts that arose from the simultaneous existence of sociomathematical norms and mathematical norms linked to defining, approaching their generation.  相似文献   

The Dialectic Relationship between Research and Practice in Mathematics Teacher Education     

Mercedes García  Victoria Sánchez  Isabel Escudero  Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128

This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.  相似文献   

Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis     

Christine McWayne  Jason T. Downer  Rodrigo Campos  Robby D. Harris 《Early education and development》2013,24(6):898-922

Research Findings: In the present meta-analysis, information from 21 studies (representing 22 separate samples) was pooled across a 10-year period (1998–2008). Across 2 primary dimensions of direct father involvement (frequency of positive engagement activities and aspects of parenting quality) and 5 dimensions of children's early learning (representing social and cognitive domains), findings revealed small to moderate associations. Among group differences tested to further explain the relationships between these constructs, residential status and the ethnic/racial identification of fathers' surfaced as significant moderators, whereas income status was only meaningful at the trend level. Practice or Policy: In recent years, national attention has increased concerning the important influence of fathers on children's development. Concurrently, national interest has turned to the early childhood period as marking a major transition for young children, during which children are confronted with new and diverse developmental challenges that require emotional, social, and cognitive competence across their home and school environments. Although there is a growing body of research on fatherhood and father involvement, this literature has not been examined systematically to determine the strength of associations between specific dimensions of father involvement and young children's early learning that could inform the efforts of early childhood practitioners and family engagement programming decisions.  相似文献   

The action workflow approach to workflow management technology     

Raúl Medina‐Mora  Terry Winograd  Rodrigo Flores  Fernando Flores 《The Information Society》2013,29(4):391-404

Abstract

This paper describes the ActionWorkflow? approach to workflow management technology: a design methodology and associated computer software for the support of work in organizations. The approach is based on theories of communicative activity as language/action, developed in a series of systems for coordination among users of networked computers. This article describes the approach, gives an example of its application, and shows the architecture of a workflow management system based on it.  相似文献   

An analytical framework for analyzing student teachers’ verbal interaction in learning situations     

Victoria Sánchez  Mercedes García  Isabel Escudero 《Instructional Science》2013,41(2):247-269

This paper focuses on the study of student teachers’ verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two ‘ways of seeing’ a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes.  相似文献   

La crisis de la noción de estructura lógica: análisis experimental del estadio de las operaciones concretas     

María José Rodrigo 《Infancia y Aprendizaje》2013,36(17):115-126

RESUMEN

La investigación descrita en este artículo se centra en las críticas al enfoque estructural piagetiano y su postulado logicista. En su lugar, se aboga por un enfoque procedural encaminado al descubrimiento de estrategias y procesos cognitivos involucrados en la realización de tareas. Los sujetos fueron 240 niños que asistían a clases de tercero y octavo de EGB. La discusión de los resultados se realiza en términos de procesamiento de la información, esbozándose además un modelo teórico-evolutivo para ese estadio, así como una argumentación crítica en torno al logicismo.  相似文献   

El análisis de la palabra como instrumento para la rehabilitación de la dyslexia     

Mercedes Rueda  Emilio Sánchez  Luis González 《Infancia y Aprendizaje》2013,36(49):39-52

Resumen

El objetivo de este trabajo ha sido diseñar y comprobar empíricamente el efecto que tiene una Instrucción en Habilidades de Análisis de la palabra sobre la mejora en el aprendizaje lecto-escritor de niños disléxicos. Los resultados obtenidos muestran que la instrucción produce una mejora significativa en la escritura al dictado de frases sueltas y en el dictado de textos. Los entrenamientos favorecieron la adquisición del metalenguaje (tareas de inversiones, adiciones, omisiones). Y no se alcanzaron resultados satisfactorios en el nivel de lectura de los niños con ninguno de los tipos de instrucciones.  相似文献   

Reflexiones sobre el lenguaje autista. I.—Análisis descrpitivos y diferencias con la disfasia receptiva     

Angel Rivière  Mercedes Belinchón 《Infancia y Aprendizaje》2013,36(13):89-120

Resumen

En este articulo, se revisan las descripciones clínicas y los estudios sistemáticos que tratan de establecer los rasgos que definen al lenguaje de los autistas cuando se les compara con el dé los sujetos normales o con otras clases de alteraciones. En la última parte de él, se analizan especialmente las semejanzas y diferencias entre el lenguaje autista y el de los niños con disfasia receptiva del desarrollo y anlizaremos la llamada «tesis de continuidad», que concibe el autismo como una especie de disfasia receptiva grave. En un trabajo posterior, se analizarán más específicamente algunas de las alteraciones más características del lenguaje de los autistas (p.e. ecolalia, inversión pronominal, problemas de comprensión) y se discutirán sus anomalías y retrasos en relación con los distintos componentes (fonológico, morfosintáctico, léxico, etc.) en que puede analizarse el lenguaje.  相似文献