A comparison of time-motion and technical–tactical variables between age groups of female judo matches     

Bianca Miarka  Rubiana Cury  Ricardo Julianetti  Rafael Battazza  Ursula Ferreira Julio  Michel Calmet 《Journal of sports sciences》2013,31(16):1529-1538

Abstract

The aim of the study was to verify differences between age groups of female judo matches in time-motion and technical–tactical analysis. The sample was composed of pre-cadet (13–14 years, n = 148), cadet (15–16 years, n = 228), junior (17–19 years, n = 104) and senior (>20 years, n = 237) groups. The time-motion indicators consisted of total combat time, standing combat time, displacement without contact, gripping time, total time of techniques, groundwork combat time and pause time, per match and by each combat/pause cycle. Technical and tactical variables were also collected. The one-way analysis of variance and a post hoc test were conducted, P ≤ 0.05. Cadets, with a median of 7 (2, 12), had a number of combat/pause cycles different from junior, with 3 (1, 8.5). Regarding time-motion per match and per cycle, senior had longer total combat time, standing combat time and gripping time than other groups. Senior presented lower frequency of leg techniques than pre-cadet, cadet and junior. Time-motion and technical–tactical variables effects in female judo athletes emphasise the difference between seniors and other groups.  相似文献   

Educación bilingüe: Enseñanza de una segunda lengua y lengua extranjera     

Julio Fernández  Rosario R. de Tembleque  M.a Pilar Sánchez 《Infancia y Aprendizaje》2013,36(33):121-136

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Measuring the “transfer of meaning” through members of equivalence classes merged via a class-specific reinforcement procedure     

Marcelo V. Silveira  Harry A. Mackay  Julio C. de Rose 《Learning & behavior》2018,46(2):157-170

Seven participants received conditional discrimination training that established the 12 conditional relations A1B1, A2B2, A3B3, A1C1, A2C2, A3C3, D1E1, D2E2, D3E3, D1F1, D2F2, and D3F3. The A stimuli were pictures of faces portraying emotional expressions; the others were arbitrary forms. Correct responses resulted in presentations of class-specific reinforcers, Sr1, Sr2, and Sr3. After training, tests confirmed the formation of ABC and DEF equivalence classes. Further tests then documented the merger of the classes and the emergence of SrB, SrC, SrE, and SrF relations, showing that the class-specific reinforcers were equivalence class members. Finally, participants did Semantic Differential ratings that tested whether the emotional valence of the A stimuli transferred to the arbitrary forms, B and E. The results show that participants’ evaluations of the B and E stimuli were similar to evaluations of the A stimuli made by participants of a control group. This finding is considered as a demonstration that class-specific outcomes can mediate class merger phenomena and the transfer of functions through members of merged classes.  相似文献   

An evaluation of daylight distribution as an initial preventive conservation measure at two Smithsonian Institution Museums, Washington DC, USA     

Julio M. del Hoyo-Melndez  Marion F. Mecklenburg  María Teresa Domnech-Carb 《Journal of Cultural Heritage》2011,12(1):54

This paper presents the results of a light levels survey conducted at the Donald W. Reynolds Center for American Art and Portraiture in Washington DC. The museum space is shared by the National Portrait Gallery and the Smithsonian American Art Museum. After six years of extensive renovations, the building reopened to the public in July 1, 2006. The structure was not originally designed to house a museum collection since it contains numerous openings such as windows, doors and skylights, which provide a path for natural radiation to enter the building and come in contact with the artworks. From a preventive conservation standpoint, this is an important problem since sensitive works of art in the collection may be subjected to damage caused by light exposure. Environmental data loggers installed throughout the museum were programmed to take successive measurements every 10 min for 24 h a day, 7 days a week and 52 weeks a year. This light levels assessment started in November 1, 2007 and finished in October 31, 2008. This study presents a new method for determining natural radiation exposures registered in exhibition spaces that rely on both electric lighting and natural lighting, considering the growing trend of using daylight illumination in museums.  相似文献   

Challenging Colorblindness in Arizona: Latina/o Students’ Counter-Narratives of Race and Racism     

Julio Cammarota 《Multicultural Perspectives》2014,16(2):79-85

This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation.  相似文献   

Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula     

Pedro Rosário  José C. Núñez  Julio González-Pienda  Antonio Valle  Luísa Trigo  Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428

A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed.  相似文献   

El software educativo y el laboratorio de lengua     

Julio Moral 《Cultura y Educación》2013,25(5):47-56

Escribir a mano es importante. Escribir a máquina también, aunque la escuela ha ignorado esa destreza como ajena a los procesos esenciales de la lectoescritura. Pero escribir en ordenador con un procesador de textos no es ya algo que pueda ignorar la escuela a menos que pague un precio abrumadoramente mayor que el simple hecho de dejar a la mayoría de la población inerme ante los teclados mecánicos o ejerciendo un cómico tecleado con dos deditos. El procesador de textos no sólo ejecuta el nivel inferior del proceso de escribir, sino que se mueve en todos y cada uno de los niveles. Su aprendizaje y uso en la educación y en las clases de lenguas puede tener un efecto positivo en una enorme diversidad de tareas didácticas, algunas de las cuales se proponen en este artículo.  相似文献   

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self‐Concept and Academic Goals     

Jos Carlos Núez  Julio A. Gonzlez‐Pienda  Soledad Gonzlez‐Pumariega  Cristina Roces  Luis Alvarez  Paloma Gonzlez  Ramn G. Cabanach  Antonio Valle  Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97

The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.  相似文献   

THE NEW SCIENCE POLICY IN SPAIN     

Julio R. Villanueva 《Higher Education in Europe》1987,12(2):68-72

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Production and evaluation of a Personal Learning Environment for faculty training: analysis of an experience / Producción y evaluación de un Entorno Personal de Aprendizaje para la formación universitaria: análisis de una experiencia     

Julio Cabero-Almenara  Ana I. Vázquez-Martínez 《Cultura y Educación》2014,26(4):631-659

Abstract

The creation of a Personal Learning Environment (PLE) process. The research project Dipro 2.0 had different objectives, one of which was the creation of a learning environment using Web 2.0 architecture. This was done in three stages: the design of a prototype, an analysis by members of the research team and its evaluation by experts and students. The first environment is a PLE and the second environment contains the learning materials distributed in 14 units. Fifty-seven educational technology experts from different Latin American countries participated in the evaluation of both environments; they were selected from the criterion of expert competence and 284 students from different Spanish universities. The instrument used was created ad hoc, and results confirmed that both environments are positively valued; it is recommended for teacher training.  相似文献