Comparison of Dynamic Visual Acuity Between Water Polo Players and Sedentary Students     

Lluïsa Quevedo-Junyent  José Antonio Aznar-Casanova  Dolores Merindano-Encina  Genís Cardona  Joan Solé-Fortó 《Research quarterly for exercise and sport》2013,84(4):644-651

In this study, we examined differences in dynamic visual acuity between elite and subelite water polo players and sedentary students. To measure dynamic visual acuity binocularly, we asked participants to indicate the orientation of a broken ring, similar to the Landolt C, which increased in size as it moved across a computer screen. Two different speeds, three possible trajectories, and two different levels of contrast were evaluated. There were statistically significant differences between elite players and sedentary students for each combination of speed, contrast, and trajectory. Elite players achieved better dynamic visual acuity scores, and results also improved for some combinations of speed, contrast, and trajectory. Comparison between elite and subelite groups failed to reveal any  相似文献   

Effectiveness of a Conflict Resolution Training Program in Changing Graduate Students Style of Managing Conflict with their Faculty Advisors     

Julie L. Brockman  Antonio A. Nunez  Archana Basu 《Innovative Higher Education》2010,35(4):277-293

We investigated the conflict management preferences of graduate students with their faculty advisors and assessed the effects of participating in a conflict resolution workshop on those preferences. One hundred and twenty-one graduate students completed the pre-workshop surveys, and 69 participants completed the post-workshop surveys after seven workshops conducted over a 3 year period. Nineteen subjects participated in three post-workshop focus groups. The quantitative pre-workshop data showed that avoidance and accommodation styles for managing conflict were preferred among participants. Participants showed a trend towards a statistically significant increase in the collaborating score post-workshop relative to pre-workshop levels. The qualitative data indicated that students applied skills taught during the workshop, including interest-based principles, when interacting with faculty.  相似文献   

The use of trigram analysis for spelling error detection     

E.M. Zamora  J.J. Pollock  Antonio Zamora 《Information processing & management》1981,17(6):305-316

Work performed under the SPElling Error Detection COrrection Project (SPEEDCOP) supported by National Science Foundation (NSF) at Chemical Abstracts Service (CAS) to devise effective automatic methods of detecting and correcting misspellings in scholarly and scientific text is described. The investigation was applied to 50,000 word/misspelling pairs collected from six datasets (Chemical Industry Notes (CIN), Biological Abstracts (BA). Chemical Abstracts (CA), Americal Chemical Society primary journal keyboarding (ACS), Information Science Abstracts (ISA), and Distributed On-Line Editing (DOLE) (a CAS internal dataset especially suited to spelling error studies). The purpose of this study was to determine the utility of trigram analysis in the automatic detection and/or correction of misspellings. Computer programs were developed to collect data on trigram distribution in each dataset and to explore the potential of trigram analysis for detecting spelling errors, verifying correctly-spelled words, locating the error site within a misspelling, and distinguishing between the basic kinds of spelling errors. The results of the trigram analysis were largely independent of the dataset to which it was applied but trigram compositions varied with the dataset. The trigram analysis technique developed determined the error site within a misspelling accurately, but did not distinguish effectively between different error types or between valid words and misspellings. However, methods for increasing its accuracy are suggested.  相似文献   

ASSESSMENT OF CONTENT AND COGNITIVE STRUCTURES IN PHYSICS AT COLLEGE LEVEL     

Marco Antonio Moreira 《Assessment & Evaluation in Higher Education》1983,8(3):234-245

First, the theory of directed graphs (digraphs) was used to map the conceptual structure of the content, implicit in the instructional materials, in the area of electricity at college level. After this, the graphical representation of content structure, thus obtained, was compared with those obtained for the teacher's cognitive structure and the student's cognitive structure through a word association test and the multidimensional scaling technique. Research findings suggest mainly that the techniques used to assess content and cognitive structures might be useful tools for such a purpose.

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Automatic indexing using the SLC-II system     

C.I. Barnes  L. Costantini  S. Perschke 《Information processing & management》1978,14(2):107-119

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Reflexiones sobre los niveles y agentes del diseño del curriculum     

Antonio Bautista 《Infancia y Aprendizaje》2013,36(42):111-124

Resumen

Este artículo explora un tema actual del diseño del curriculum. Después de hacer una definición de términos sobre el tema, se expone una propuesta sobre los distintos niveles de concreción del diseño del curriculum.  相似文献   

Galileo’s Misunderstanding?     

Antonio Beltrán Marí 《Metascience》2009,18(1):143-146

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The fateful entanglements of psychoanalysis, cybernetics and digital media     

Leon Antonio Rocha 《Metascience》2012,21(2):435-438

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Using formative assessment to promote argumentation in a university bilingual science course     

Pablo Antonio Archila  Jorge Molina  Anne-Marie Truscott de Mejía 《International Journal of Science Education》2018,40(13):1669-1695

Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students’ argumentation. It examines the written and oral arguments produced by 54 undergraduates (28 females and 26 males, 16–21 years old) in Colombia during a university bilingual (Spanish-English) science course. The data used in this analysis was derived from students’ written responses, and audio and video recordings. The first goal of this study was to determine how this teaching strategy could help students increase the use of English as a means of communication in argumentation in science. The second goal was to establish the potential of the strategy to engage students in argumentative classroom interactions as an essential part of formative assessment. The findings show that the strategy provided participants with opportunities to write their argumentation in Spanish, in English and in a hybrid version using code-switching. Educational implications for higher education are discussed.  相似文献   

The effect of external and internal factors on firms’ product innovation     

Jaider Vega-Jurado  Antonio Gutiérrez-Gracia  Liney Manjarrés-Henríquez 《Research Policy》2008,37(4):616-632

In this article we analyse the effect of factors external and internal to the firm, on product innovation novelty, and how this effect varies by industry. We estimate three econometric models to determine the individual effects of these factors, their joint explanatory power and the effects of interactions among them. The analysis is based on a sample of 6094 manufacturing firms, taken from the Spanish Survey of Technological Innovation 2000. The results indicate that the firm's technological competences, derived from in-house R&D, are the main determinant of product innovation. They also suggest that in the presence of high levels of such competences, the technological opportunities deriving from non-industry agents become less important as determinants of innovation. We show that the determinants of innovation vary depending on the industrial sector and the degree of novelty of the product developed.  相似文献