Does inside passing contribute to the high incidence of groin injuries in soccer? A biomechanical analysis     

Thomas Dupré  Johannes Funken  Ralf Müller  Kristian R. L. Mortensen  Filip Gertz Lysdal  Markus Braun 《Journal of sports sciences》2018,36(16):1827-1835

Groin injuries are common in soccer and often cause time-loss from training. While groin injuries have been linked to full effort kicking, the role of inside passing is unclear. Therefore, the purpose of this study was to investigate hip joint kinematics and muscle force, stress and contraction velocity for adductor longus and gracilis during inside passing. 3D kinematics of ten soccer players (23.4 yrs; 77.5 kg; 1.81 m) were captured with a motion capture system inside a Footbonaut. Muscle force and contraction velocity were determined with AnyBody Modelling System. Gracilis muscle forces were 9% lower compared to adductor longus (p = 0.005), but muscle stress was 183% higher in gracilis (p = 0.005). Contraction velocity reveals eccentric contraction of gracilis in the last quarter of the swing phase. Considering the combination of eccentric contraction, high muscle stress and the repetitive nature of inside passing, gracilis accumulates high loads in matches and training. These results indicate that the high incidence of groin injuries in soccer could be linked to isolated pass training. Practitioners need to be aware of the risk and refrain from sudden increases in the amount of pass training. This gives the musculoskeletal system time to adapt and might avoid career threatening injuries.  相似文献   

Puppets in science lessons Experiences and stories from Norwegian teachers who are using puppets     

Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66

Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science.  相似文献   

Think global,act local. Neue Literatur zum Thema Global Citizenship Education     

Johannes Drerup 《Zeitschrift für Erziehungswissenschaft》2018,21(2):407-413

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Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations     

Miriam Nürnberger  Josef Nerb  Florian Schmitz  Johannes Keller  Stefan Sütterlin 《Journal of Experimental Education》2016,84(1):152-174

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.  相似文献   

Friedensdid Aktische Bausteine für Ausbildung,Unterricht und Sozialarbeit     

Johannes Esser 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(3):357-368

Zusammenfassung Der Beitrag problematisiert im Kontext der bundesrepublikanischen Friedensbewegung zentrale Grundelemente einer konkreten Friedensarbeit in Hochschule, Schule und/oder Sozialarbeit. Dabei werden vor dem Hintergrund anwachsender existentieller, internationaler und innergesellschaftlicher Unfriedenspotentiale und Bedrohungen erkenntnisleitende didaktische und praxeologische Prinzipien und Zielinteressen einer kritischen Friedensarbeit in den Mittelpunkt gestellt. Die Entwicklung und die Realisierung von Gewaltsensibilität, von Zivilem Ungehorsam, von Sozialer Zärtlichkeit sowie von öffentlichen Aktionen und Maßnahmen definieren hier die Funktion einer gesellschaftsverändernden Reformarbeit, die über den bisherigen traditionellen Kontext von Friedenserziehung in Institutionen und Arbeitsgebieten der Sozialarbeit weit hinausweist.

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In the context of the peace movement in the Federal Republic of Germany, certain central basic elements of peace activity at higher education institutions, school and/or in social welfare work are considered. Principles and objectives of effective teaching and practice in discerning peace work are focussed upon against a background of disturbing and menacing influences both within and between nations, increasingly threatening existence itself. Endeavours to achieve reform capable of changing society should be marked by the development and realisation of a repugnance of violence, civil disobedience and social sensitivity, and demonstrated in action and by specific measures by the general public. This supersedes by far the traditional set-up of peace education (so called) in educational institutions and areas of social work up to the present time.

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Résumé Dans le contexte du mouvement pour la paix en République Fédérale d'Allemagne, l'auteur examine éléments de base centraux de l'activité relative à l'éducation pour la paix dans des institutions d'enseignement supérieur, à lécole ou dans le travail social. Les principes et les objectifs d'un enseignement et d'une pratique dans la distinction du travail en faveur de la paix sont soulignés sur fond des influences perturbatrices et menaçantes à l'intérieur des nations aussi bien qu'entre elles, influences constituant un danger grandissant pour l'existence elle-même. Les efforts pour réaliser des réformes en mesure de changer la société devraient être marqués par le développement et la conception nette de la répugnance de la violence, la désobéissance civile et la sensibilité sociale. Ces efforts devraient être traduits en actions et en mesures spécifiques par le grand public. Cela va bien au-delà de la traditionnelle (soi-disante) éducation pour la paix mise en place jusqu'à nos jours dans les institutions éducatives et dans le domaine des affaires sociales.

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Can engineering education in South Africa afford to avoid problem-based learning as a didactic approach?     

F. J. Veldman  M. A. De Wet  N. E. Ike Mokhele  Willem Adriaan Johannes Bouwer 《European Journal of Engineering Education》2008,33(5-6):551-559

In this article, the authors support problem-based learning (PBL) based on its high level of alignment in addition to providing learners in engineering with an additional opportunity in learning process competencies, as contained within the South African National Critical Cross-field and Developmental Outcomes (COs). Constructive alignment describes a process in which the learning outcomes (LOs) become the objective for designing a curriculum that enables LOs to be achieved through appropriate activities and an assessment process that enables these LOs to be demonstrated. PBL applies problem-solving as a vehicle in achieving LOs. The degree to which a learner manages to achieve a given LO still serves as the authentic criteria for assessment. In addition, PBL provides learners an opportunity in acquiring non-subject-related skills, also referred to as process competencies, soft-skills, transferable skills, or graduate attributes. These skills are required especially for the management of human capital and are considered as crucial for successful practice in the engineering profession. It is therefore questioned why a PBL approach is not implemented by engineering faculties at South African Higher Education Institutions. The successful implementation of PBL, however, depends on a number of non-didactic issues that are highlighted in this paper. It is concluded that very few didactic methods can achieve the quality of learning we provide to engineering learners when using PBL, and therefore, it is proposed that South African Higher Education Institutions should also provide their academic staff with training opportunities in this regard.  相似文献   

La grande course des universités     

Johannes Angermuller 《比较教育学》2017,53(4):603-605

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Famili?re Tumorerkrankungen     

Katharina Wimmer  Stefanie Kalb  Peter Schütz  Johannes Zschocke 《Wiener klinische Wochenschrift Education》2010,5(2):73-94

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Social position of special needs pupils in the classroom: a comparison between German special schools for pupils with learning difficulties and integrated primary school classes     

Johannes Mand 《欧洲特需教育杂志》2013,28(1):7-14

The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes.  相似文献   

Workplace changes and workplace learning: advantages of an educational micro perspective     

Johannes Bauer 《International Journal of Lifelong Education》2013,32(6):675-688

This paper analyses two perspectives, a macro and a micro perspective, on changes in the workplace in relation to workplace learning. It critically evaluates what kind of phenomena both perspectives can account for. Research from a macro perspective focuses on changes in economy or on organisational change. It helps to explore the role of lifelong learning and workplace learning in society as well as to define required competences in different professions. Research from a micro perspective focuses on individual reactions to changes in one’s own workplace. It helps to explain how changes in daily work affect knowledge and skills on the individual or group level. It is argued that the micro perspectives is advantageous if educational goals are pursued which aim at fostering workplace learning and competence development. Examples for empirical research are provided which illustrate the potential of a micro perspective on workplace changes and workplace learning.  相似文献