Rudertraining     

K. Adam  H. Lenk  P. Nowacki  M. Rulffs  W. Schröder  H. J. Held 《Sportwissenschaft》1978,8(2-3):313-315

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Zur Definition des soziologischen Leistungsbegriffs     

Karl Adam 《Sportwissenschaft》1972,2(4):416-422

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A Social History of Tennis in Britain     

Adam Benkwitz 《国际体育史杂志》2013,30(9):1220-1221

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How Days Between Tests Impacts Alternate Forms Reliability in Computerized Adaptive Tests     

Adam E. Wyse 《Educational and psychological measurement》2021,81(4):644

An essential question when computing test–retest and alternate forms reliability coefficients is how many days there should be between tests. This article uses data from reading and math computerized adaptive tests to explore how the number of days between tests impacts alternate forms reliability coefficients. Results suggest that the highest alternate forms reliability coefficients were obtained when the second test was administered at least 2 to 3 weeks after the first test. Even though reliability coefficients after this amount of time were often similar, results suggested a potential tradeoff in waiting longer to retest as student ability tended to grow with time. These findings indicate that if keeping student ability similar is a concern that the best time to retest is shortly after 3 weeks have passed since the first test. Additional analyses suggested that alternate forms reliability coefficients were lower when tests were shorter and that narrowing the first test ability distribution of examinees also impacted estimates. Results did not appear to be largely impacted by differences in first test average ability, student demographics, or whether the student took the test under standard or extended time. It is suggested that for math and reading tests, like the ones analyzed in this article, the optimal retest interval would be shortly after 3 weeks have passed since the first test.  相似文献   

Tier‐based pricing for institutions: a new,e‐based pricing model     

Adam CHESLER  Susan KING 《Learned Publishing》2009,22(1):42-49

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Changing student expectations and graduate employment: Case studies from Xi��an, Shaanxi Province     

Adam B. R. MOORMAN 《Frontiers of Education in China》2011,6(4):521-548

This paper addresses the issue of students’ employment expectations, considered a key factor in alleviating graduate unemployment in China. This empirical investigation surveyed students at two higher education institutions in Xi’an, Shaanxi Province, to analyze how expectations were changing. The results contrasted with earlier studies that reported unrealistically high expectations, discovering instead that most respondents were aware of the difficulties of finding work and were revising their expectations accordingly. The results also revealed important variations in attitude between higher vocational students and university undergraduates, and between urban and rural students. Overall, the paper contends that although students are becoming more realistic, the complexity of graduate unemployment will prevent this change in attitude from making a major improvement to the overall situation.  相似文献   

Mediating Voices: Community Participation in the Design of E-Enabled Community Care Services     

Bridgette Wessels  Sarah Walsh  Elaine Adam 《The Information Society》2008,24(1):30-39

In the United Kingdom, information and communication technologies are being used to e-enable multiagency community services for children. Public policy advocates that practitioners as well as users should be involved in the shaping of services including the information systems used in their delivery. This article discusses how a group of social and computer scientists developed the social formation methodology to facilitate nonexpert community participation in the design of e-enabled community care services. The longitudinal study adapts qualitative methods to understand community welfare and to foster participation in the design of communication systems. By exploring the perspectives of welfare practitioners and families, the importance of situated and mediated conversations in community care is identified. The facilitative conversation approach of the study then brings these community perspectives, as well as ICT perspectives, into design processes of e-enabled services.  相似文献   

External load training does not alter balance performance in well-trained women     

Jeffrey D. Simpson  Brandon L. Miller  Eric K. O’Neal  Harish Chander  Adam C. Knight 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):336-349

This study investigated the influence of external load training (ELT) on static and dynamic balance. Nineteen females stratified into two groups (ELT = 9, control = 10) completed three testing sessions over 6 weeks. The ELT group wore weighted vests (WV) of ~8% body mass for 32 h/week during daily living and three training sessions/week for 3 weeks. Following completion of ELT, a 3 week detraining (DET) phase was completed. Bilateral and unilateral static balance were assessed with eyes open and closed. Dynamic balance was assessed using the star excursion balance test (SEBT). Static and dynamic balance variables were analysed using a 2 (group) x 3 (time) between participants repeated measures ANOVA (p < 0.05). Results revealed significant reductions in average centre of pressure (COP) velocity in the control group on the non-dominant limb with eyes closed, and significantly greater reach distances in the ELT group on the SEBT for the posteromedial and medial directions on the dominant limb (p < 0.05). These findings suggest the ELT group did not significantly improve their balance in comparison to the control group. However, future research should further examine this unique, supplemental training method and the impact on balance performance.  相似文献   

INTRODUCTION TO SPECIAL ISSUE: Vygotskian Perspectives in Early Childhood Education: Translating Ideas into Classroom Practice     

Adam Winsler 《Early education and development》2003,14(3):253-270

This special topic issue of Early Education and Development is devoted to Vygotskian and/or CHAT (Cultural Historical Activity Theory) perspectives on early childhood education. Although the ideas of Soviet developmental/educational psychologist, Lev Vygotsky (1896-1934), and those of his followers, are now central theoretical grounding within the field of early childhood education (Berk & Winsler, 1995; Bodrova & Leong, 1996; Bredekamp & Copple, 1997), it is still often a challenge understanding and implementing Vygotskian and neo- Vygotskian ideas in early childhood classrooms. Perhaps this is due to the fact that many of the central constructs within this tradition (i.e., scaffolding, zone of proximal development...) have often been conceptualized and empirically examined at the one-on-one, adult-child level, rather than at the level of classroom processes. Or perhaps the inherent conceptual and methodological complexities of socio-cultural, historical, and semiotic analyses become an obstacle to effective integration of scholarship and practice in this area. Indeed, Vygotskian theory forces us to think about not only the child and his or her current activities, but also about the child's history of previous experiences, the cultural backdrop and meaning that such activities have for the child, the social context in which that particular activity occurs in the classroom, the structure of the larger classroom context and the opportunities afforded by the available tools and cultural artifacts to be found there, and the way that teachers and other children "mediate" children's experiences in the classroom via social interaction and language use. Clearly, it is difficult in both theory and practice to think about and coordinate these multiple levels, but it is certainly worth the time and effort to do so. The goal of this special issue was to compile a selection of both empirical and theoretical papers that would help toward that effort and make a significant contribution to advancing early childhood policy, practice, and applied developmental science by both informing, and learning from, practice in early childhood settings. Although the subtitle for this issue, "Translating Ideas into Classroom Practice," might appear to suggest the existence of a unidirectional path from theory to practice, the Vygotskian dialectical perspective and contemporary applied developmental science in general views theory and practice as being inseparable, intimately intertwined, with each informing the other and both evolving dynamically together over time.  相似文献   

Evidence on the Performance of Canada/Europe Co-productions in Television and Film     

Colin Hoskins  Stuart McFadyen  Adam Finn  Anne Jackel 《Journal of Cultural Economics》1997,21(2):129-138

International co-production has become an increasingly important mode for television programs and film. In this paper we report the results of a survey on partner perceptions of performance in Canada/Europe co-productions. In particular we examine whether expectations that the general experience is positive and that Canadian and European partners have similar assessments of the level of performance, are justified. Our survey evidence does support the hypothesis that in total the experience is positive. However, it appears this is only the case because a good creative artistic performance more than outweighs a less than satisfactory total project recoupment. The hypothesis that Canadian and European partners have similar perceptions of performance is not borne out. Generally, Canadian partners seem more satisfied than European, particularly French.  相似文献