A Basketball Motor Ability Test for College Women and Secondary School Girls     

Joanna T. Dyer  Jennie C. Schurig  Sara L. Apgar 《Research quarterly for exercise and sport》2013,84(3):128-147

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Interrogating students’ perceptions of their online learning experiences with Brookfield’s critical incident questionnaire     

Liam Phelan 《Distance Education》2012,33(1):31-44

This article discusses whether the very act of accessing online students’ experiences of teaching may itself foster students’ sense of belonging to a learning community. The article reports and reflects on the application of Brookfield’s critical incident questionnaire (CIQ) in postgraduate courses delivered online in 2008–2010 through the University of Newcastle in Australia. The anonymous CIQ is designed in part to access students’ views of teaching practice, and was deployed as part of an ongoing interest in quality teaching. The article makes recommendations for deploying the CIQ in online learning spaces and concludes with some reflections on unexpected opportunities thoughtful CIQ deployment may provide. The practice of sharing students’ anonymous responses may have helped to foster students’ sense of a shared learning community. This may be particularly valuable in an asynchronous online learning context where students are typically geographically isolated from one another.  相似文献   

The predicted risk of head injury from fall-related impacts on to third-generation artificial turf and grass soccer surfaces: A comparative biomechanical analysis     

Peter Theobald  Liam Whitelegg  Leonard D. M. Nokes 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):29-37

The risk of soccer players sustaining mild traumatic brain injury (MTBI) following head impact with a playing surface is unclear. This study investigates MTBI by performing headform impact tests from varying heights onto a range of third-generation artificial turf surfaces. Each turf was prepared as per manufacturers specifications within a laboratory, before being tested immediately following installation and then again after a bedding-in period. Each turf was tested dry and when wetted to saturation. Data from the laboratory tests were compared to an in situ third-generation surface and a professional grass surface. The surface performance threshold was set at a head impact criterion (HIC) = 400, which equates to a 10% risk of the head impact causing MTBI. All six third-generation surfaces had a >10% risk of MTBI from a fall >0.77 m; the inferior surfaces required a fall from just 0.46 m to have a 10% MTBI risk. Wetting the artificial turf did not produce a statistically significant improvement (P > 0.01). The in situ third-generation playing surface produced HIC values within the range of bedded-in experimental values. However, the natural turf pitch was the superior performer – necessitating fall heights exceeding those achievable during games to achieve HIC = 400.  相似文献   

Applying Visitor Preference Criteria to Choose Pro‐wildlife Behaviors to Ask of Zoo Visitors     

Liam Smith  Betty Weiler  Amy Smith  Pieter van Dijk 《Curator: The Museum Journal》2012,55(4):453-466

Abstract Many zoos now emphasize that their role in conservation includes influencing the behavior of their visitors for the benefit of wild animals. However, there is limited evidence of behavioral change to support this emphasis; one reason may be that requested behaviors are not viewed favorably by zoo visitors. The purpose of the present study was to involve zoo staff in a process of identifying and prioritizing pro‐wildlife behaviors using a set of criteria that noted what zoo visitors prefer. This was achieved by replicating Smith’s (2009a) study but including visitor‐preferred attributes identified in Smith, Curtis, and van Dijk (2010) . Across several zoos in Australia, 152 staff members participated in seven Nominal Group Technique workshops. Initially over 500 behaviors were identified and prioritized, first by filtering behavior lists, then by participants voting on behaviors. When voting, participants tended to choose behaviors promoting wildlife‐friendly consumerism and donations.  相似文献   

A combined insulin reduction and carbohydrate feeding strategy 30 min before running best preserves blood glucose concentration after exercise through improved fuel oxidation in type 1 diabetes mellitus     

West DJ  Stephens JW  Bain SC  Kilduff LP  Luzio S  Still R  Bracken RM 《Journal of sports sciences》2011,29(3):279-289

In this study, we examined the glycaemic and fuel oxidation responses to alterations in the timing of a low glycaemic index carbohydrate and 75% reduced insulin dose, prior to running, in type 1 diabetes individuals. After carbohydrate (75 g isomaltulose) and insulin administration, the seven participants rested for 30 min, 60 min, 90 min or 120 min (conditions 30MIN, 60MIN, 90MIN, and 120MIN, respectively) before completing 45 min of running at 70% peak oxygen uptake. Carbohydrate and lipid oxidation rates were monitored during exercise and blood glucose and insulin were measured before and for 3 h after exercise. Data were analysed using repeated-measures analysis of variance. Pre-exercise blood glucose concentrations were lower for 30MIN compared with 120MIN (P < 0.05), but insulin concentrations were similar. Exercising carbohydrate and lipid oxidation rates were lower and greater, respectively, for 30MIN compared with 120MIN (P < 0.05). The drop in blood glucose during exercise was less for 30MIN (3.7 mmol · l(-1), s(x) = 0.4) compared with 120MIN (6.4 mmol · l(-1), s(x) = 0.3) (P = 0.02). For 60 min post-exercise, blood glucose concentrations were higher for 30MIN compared with 120MIN (P < 0.05). There were no cases of hypoglycaemia in the 30MIN condition, one case in the 60MIN condition, two in the 90MIN condition, and five in the 120MIN condition. In conclusion, a low glycaemic index carbohydrate and reduced insulin dose administered 30 min before running improves pre- and post-exercise blood glucose responses in type 1 diabetes.  相似文献   

Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’     

Caroline Dyer 《Compare》2013,43(5):601-621

Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across the ‘mainstream’, ‘alternative’ and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable ‘terms of inclusion’ that, in different ways, reproduce and/or challenge pastoralists’ marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists’ education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood.  相似文献   

The influence of teachers on the development of political radicals: a case study of members of the Scottish Socialist Party     

Liam Kane 《British Educational Research Journal》2013,39(5):872-891

While there is a wealth of literature on radical adult ‘popular’ education for change, most of it looks forward and speculates on the educational processes best able to help ‘the oppressed’, ‘excluded’ or ‘disadvantaged’ become critically‐aware ‘subjects’ of social change. Within a critical education framework, recent research looked in the opposite direction, identified adult activists already critically‐aware and worked backwards through their life histories to find the educational experiences seen as most influential in their development. Examining questionnaire responses, this article analyses how members of the Scottish Socialist Party perceived the influence exercised by their teachers, from primary to tertiary education, in the development of their beliefs and identity as activists. Comparisons are made with research in ‘active citizenship’. The research suggests there is more potential for radical education within the formal sector than is often believed and teachers contribute to this process in sometimes contradictory ways. The findings feed into debates in the UK and other countries, particularly in Latin America, about where popular educators should direct their energies, within state structures or outside, in social movements.  相似文献   

Cheating the Spread: Gamblers,Point Shavers and Game Fixers in College Football and Basketball     

Liam O'callaghan 《Sport in History》2014,34(2):372-374

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A social history of educational studies and research     

Liam Gearon 《British Journal of Educational Studies》2019,67(2):278-280

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EDITORIAL     

Caroline Dyer  Rosemary Preston 《Compare》2001,31(3):275-277

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