Changes in tibiofemoral contact forces during running in response to in-field gait retraining     

Richard W. Willy  Stacey A. Meardon  André Schmidt  Nathan R. Blaylock  Scott A. Hadding  John D. Willson 《Journal of sports sciences》2016,34(17):1602-1611

We evaluated the efficacy of an in-field gait retraining programme using mobile biofeedback to reduce cumulative and peak tibiofemoral loads during running. Thirty runners were randomised to either a retraining group or control group. Retrainers were asked to increase their step rate by 7.5% over preferred in response to real-time feedback provided by a wrist mounted running computer for 8 routine in-field runs. An inverse dynamics driven musculoskeletal model estimated total and medial tibiofemoral joint compartment contact forces. Peak and impulse per step total tibiofemoral contact forces were immediately reduced by 7.6% and 10.6%, respectively (P < 0.001). Similarly, medial tibiofemoral compartment peak and impulse per step tibiofemoral contact forces were reduced by 8.2% and 10.6%, respectively (P < 0.001). Interestingly, no changes were found in knee adduction moment measures. Post gait retraining, reductions in medial tibiofemoral compartment peak and impulse per step tibiofemoral contact force were still present (P < 0.01). At the 1-month post-retraining follow-up, these reductions remained (P < 0.05). With these per stance reductions in tibiofemoral contact forces in mind, cumulative tibiofemoral contact forces did not change due to the estimated increase in number of steps to run 1 km.  相似文献   

Transfer of oddity learning in the pigeon     

Richard Pisacreta  Paul Lefave  Tim Lesneski  Cathy Potter 《Learning & behavior》1985,13(4):403-414

Two pigeons were trained on a six-key modified oddity-from-sample procedure. The stimuli were olor pictures of birds, butterflies, and human faces. Initially, the third peck on the sample key which presented one of three different bird pictures) lit only one comparison key. Every three dditional pecks on the sample illuminated another comparison key. Fifteen sample pecks produced he maximum of five comparison stimuli. A peck on the comparison key that presented the non-atching bird picture produced grain. Pecks on matching keys turned off all the comparison keys nd repeated the trial. The birds learned to peck each sample until the non-matching comparison timulus was produced, and then to peck that key. After acquisition (70%–90% accuracy), the hree bird stimuli were replaced by a new set of three bird pictures. Subsequent phases provided ew sets of bird, butterfly, and human face stimuli. Both birds showed transfer of oddity learning o the novel samples. The data suggest that the birds may have been engaging in conceptual-type oddity learning, rather than learning discrete five-key discriminations or a series of two component chains.  相似文献   

我是传奇(英文)     

Richard Matheson 《海外英语》2008,(2):36-36

在一次可怕的疫病传遍世界后,人们变成了夜间活动的嗜血魔物(bloodthirsty,nocturnal creatures),只有罗伯特·奈维尔幸免于难,但同时也成为变种人的猎物。白天,他四处奔波,努力寻找可能的生存者并消灭被感染的吸血鬼们(stalking the infected monstrosities);夜晚,他蜷缩在家中祈祷黎明赶快到来(barricades himself in his home and prays for dawn)……这部恐怖小说(horror)的同名电影由威尔·史密斯主演,刚上映,就获得周票房冠军;同时,小说也获得了一致好评。下面这一段就是我们唯一的幸存者白天的活动情况。  相似文献   

The importance of measuring growth in response to intervention models: Testing a core assumption     

Schatschneider C  Wagner RK  Crawford EC 《Learning and individual differences》2008,18(3):308-315

A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models.  相似文献   

The Quiet Revolution     

Richard Wolf 《课程研究杂志》2013,45(2):113-118

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EDUCATIONAL DIVERSITY IN POST‐SECULAR AMERICA     

Richard John Neuhaus 《Religious education (Chicago, Ill.)》2013,108(3):309-320

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Immediacy,causality, plasticity: Catherine Malabou and the future undoing of philosophy     

Greg Hainge  Richard Iveson 《Culture, Theory & Critique》2020,61(1):1-3

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Knowledge and Attitudes of Produce and Seafood Processors and Food Safety Educators Regarding Nonthermal Processes     

Lori F. Pivarnik  Nicole L. Richard  Robert K. Gable  Randy W. Worobo 《Journal of Food Science Education》2016,15(4):120-128

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Conducting Simulation Studies in Psychometrics     

Richard A. Feinberg  Jonathan D. Rubright 《Educational Measurement》2016,35(2):36-49

Simulation studies are fundamental to psychometric discourse and play a crucial role in operational and academic research. Yet, resources for psychometricians interested in conducting simulations are scarce. This Instructional Topics in Educational Measurement Series (ITEMS) module is meant to address this deficiency by providing a comprehensive introduction to the topic of simulation that can be easily understood by measurement specialists at all levels of training and experience. Specifically, this module describes the vocabulary used in simulations, reviews their applications in recent literature, and recommends specific guidelines for designing simulation studies and presenting results. Additionally, an example (including computer code in R) is given to demonstrate how common aspects of simulation studies can be implemented in practice and to provide a template to help users build their own simulation.  相似文献   

The Road to Learning: When Students are Failing     

Richard K. Morton 《College Teaching》2013,61(2)

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