Elite wheelchair rugby: a quantitative analysis of chair configuration in Australia     

David S. Haydon  Ross A. Pinder  Paul N. Grimshaw  William S. P. Robertson 《Sports Engineering》2016,19(3):177-184

Limited recommendations of wheelchair configurations for court sports have been identified in the published literature. To accommodate the wide range of impairments in wheelchair rugby, players are given a point score that reflects their impairment. Players have regularly been grouped as high-, mid-, or low-point players in research, with high-point players having greater levels of muscle function compared with other classifications. This research documented the wheelchair configurations of elite Australian wheelchair rugby players across classification groups. Significant differences (p < 0.05) were found for increased seat height and decreased seat depth for high-point players compared with low- and mid-point groups, respectively. Low-point players displayed reduced wheelchair mass compared with high- and mid-point players, as well as increased frame length. Camber angles showed no significant differences across the classification groups. The incorporation of anthropometric measures, such as the elbow angle at the top dead center, was also investigated. While elbow angle showed no significant differences, seat height-to-total arm length ratio was higher for high-point players. Participants also completed surveys detailing their perception of the effect of altering wheelchair configurations. It is suggested that wheelchair configurations should consider an individual’s anthropometrics, impairment, training history, and court role to promote optimal performance, with predictive modeling having the potential to reduce the associated time and cost.  相似文献   

Getting Started as a Researcher     

Steven M. Ross  Gary R. Morrison 《TechTrends》1992,37(3):19-22

  相似文献   

The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics     

John A. Ross  Anne Hogaboam-Gray  Chatherine Bruce 《Journal of Mathematics Teacher Education》2006,9(6):1-27

  相似文献   

Using computer generated images and text for the whole of an undergraduate course     

Ross Couper  John Kaye 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):116-122

Computer generated images are being used to provide text and diagrams for lectures. These images are then openly available to first year undergraduates in the Department of Mechanical Engineering and Manufacturing Systems at the University of Northumbria. A large lecture theatre is fitted with a computer-driven overhead projector and is used to display the files to over one hundred students. The image files and a text file commentary are provided, via automated routines on department computers, for students to copy onto their own discs.
The images are produced in a compressed and self displaying form, allowing all the material for the course to be contained on a single 1.4Mb floppy disc. All the material associated with these lectures is held on magnetic media.
This paper describes the method used, comments on some of the practical problems of using the method, and gives some of the student reaction to it.  相似文献   

School stories, 1970–1980     

Nicholas Tucker 《Children‘s Literature in Education》1982,13(2):73-79

  相似文献   

Perseveration of associative strength in rabbit nictitating membrane response conditioning following ISI shifts     

Robert T. Ross  Michael J. Scavio 《Learning & behavior》1983,11(4):435-438

The present experiment determined whether associative strength based upon 15 CS-US pairings at various interstimulus intervals (ISIs) could survive shifts of the ISI to influence the subsequent acquisition of the nictitating membrane (NM) CR. The choice of 15 preshift pairings was based upon previous work, which had shown that this training level produced substantial associative strength without NM CR acquisition. Consequently, this experiment, by shifting the ISI before the beginning of CR acquisition, served as an extension to traditional ISI-shift studies that have imposed the manipulation after CR acquisition. The findings of the experiment indicated that 15 preshift pairings in Stage 1 at ISIs from 250 to 4,000 msec were as effective as 15 pairings at a 500-msec ISI in determining the number of trials to the first NM CR in Stage 2 in which the training ISI was 500 msec. Moreover, 15 pairings in Stage 1 at ISIs from 250 to 2,000 msec were equivalent to 15 pairings at 500 msec in controlling the number of trials to 10 successive NM CRs in Stage 2. These outcomes demonstrate that, within a large ISI range, the associative strength based upon relatively few pairings is preserved despite various shifts of the ISI. Therefore, these results suggest that the reductions in CR performance, which have been consistently observed in traditional studies following ISI shifts, are not due to the loss of associative strength.  相似文献   

Interface project II and Ontario's review of educational policy   总被引：1，自引：0，他引：1  

Ross E. Traub  Carla Wolfe  Richard G. Wolfe  Howard Russell 《Interchange》1976,7(4):24-31

  相似文献   

Sample design for international studies of educational achievement     

Kenneth N. Ross 《Prospects》1992,22(3):305-316

Author of numerous publications on the use of social indicators to guide decisions concerning resource allocation within education systems. Co-editor of Planning the Quality of Education (IIEP-UNESCO and Pergamon Press). His research interests are focused on indicators of the quality of basic education in developing countries.  相似文献   

Emotional regulation and emotional development     

Ross A. Thompson 《Educational Psychology Review》1991,3(4):269-307

Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a theory of personal emotion in adolescence.  相似文献   

Postsecondary Student Persistence and Pathways: Evidence From the YITS-A in Canada     

Stephen E. Childs  Ross Finnie  Felice Martinello 《Research in higher education》2017,58(3):270-294

The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain in PSE by switching/transferring to other programs, institutions, or levels. Multinomial regression estimates correlates of students’ first program switching and leaving decisions. Five year graduation rates are calculated to show the importance of different pathways (across programs, institutions, and levels) to earning a PSE credential; in the aggregate and for subgroups of students. Transfers constitute important but not terribly large pathways for Canadian students to adjust their PSE and obtain PSE credentials. We calculate the resulting extent to which institution specific measures of persistence, PSE leaving, and graduation rates misstate the rates experienced by students. Compared to American students, university and community college starters in Canada have higher persistence and graduation rates and lower transfer rates across institutions. For community college starters, much of the difference is due to the relative lack of well defined pathways from community colleges to universities in Canada. We find that students with more family resources are better able to transfer across programs or institutions in order to obtain a PSE credential.  相似文献