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Tomas Carlsson Magnus Carlsson Daniel Hammarström Christer Malm Michail Tonkonogi 《Journal of sports sciences》2013,31(6):582-588
Abstract The purpose of the present study was to establish the most appropriate allometric model to predict mean skiing speed during a double-poling roller skiing time-trial using scaling of upper-body power output. Forty-five Swedish junior cross-country skiers (27 men and 18 women) of national and international standard were examined. The skiers, who had a body mass (m) of 69.3 ± 8.0 kg (mean ± s), completed a 120-s double-poling test on a ski ergometer to determine their mean upper-body power output (W). Performance data were subsequently obtained from a 2-km time-trial, using the double-poling technique, to establish mean roller skiing speed. A proportional allometric model was used to predict skiing speed. The optimal model was found to be: Skiing speed = 1.057 · W 0.556 · m ?0.315, which explained 58.8% of the variance in mean skiing speed (P < 0.001). The 95% confidence intervals for the scaling factors ranged from 0.391 to 0.721 for W and from ?0.626 to ?0.004 for m. The results in this study suggest that allometric scaling of upper-body power output is preferable for the prediction of performance of junior cross-country skiers rather than absolute expression or simple ratio-standard scaling of upper-body power output. 相似文献
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Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers 总被引：1，自引：0，他引：1
An effective way to change student learning is to change the form of assessment. This has become known as the backwash effect of assessment. However, academic teachers ways of understanding the role of assessment in student learning are also important. This paper reports a phenomenographic study of the views of the role of assessment amongst Swedish and Hong Kong university teachers. The results are described in eight categories of conceptions, placed within a two-dimensional outcome space. The two dimensions are (1) the relation between teaching and assessment, and (2) the focus of the backwash effect. The results indicate that two features of the described conceptions are critical for changing teachers views of the role of assessment. One is the way one understands the significance of basic knowledge in ones discipline while the other is whether one looks upon the relation between teaching and assessment as being of an internal or external nature. As much research literature points out, to bring about changes in approaches to teaching and learning you must first bring about changes in conceptions of teaching and learning. To utilize assessment to improve student learning, teachers need to be made aware of the need of such improvement and of the role assessment can play in this process. On the basis of research such as that reported in this paper, staff developers could develop workshops or other strategies, which can accomplish this task. 相似文献
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Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically review writing attitude research published between 1990 and 2017. Our search procedure and quality analysis led to the retention of 46 articles examining the writing attitudes of students and teachers. Relatively few studies (n = 10) provided an explicit definition of writing attitudes. Further, although the authors of many studies (n = 16) conceptualized writing attitude as including a measure of liking/disliking writing, there was considerable variability in both conceptualization and operationalization throughout the literature, with some studies including measures of self-efficacy, perceived value, and other related constructs. Student writing attitudes were measured in a majority of the included studies (n = 33), and teacher writing attitudes were measured in substantially fewer studies (n = 6). Based on the findings of this review, we offer suggestions for researchers making inferences from studies of writing attitudes. Themes of the reviewed literature and implications for future research are also discussed. 相似文献
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In this selective review of research of school improvement in the Scandinavian countries — Denmark, Norway and Sweden — we use the definition of ‘school improvement’ first proposed by Miles and Ekholm [1985]. They state that school improvement is ‘a systematic, sustained effort aimed at change in learning conditions and other related conditions in one or more schools, with the ultimate aim of accomplishing educational goals more effectively’ [p. 48]. Using this definition, we focus on school improvement that occurs at the local level. We also focus on efforts that are planned and managed rather than those that are haphazard. We deal mainly with school improvement at the comprehensive level of the school system in the three countries. 相似文献
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Currently, threats to societal security from extremist groups are high on the political agenda in many countries. Politicians, policymakers at various levels and communities are searching for methods to counteract recruitment to violent organizations. These efforts are often referred to as Prevention of Violent Extremism (PVE-programmes). One of the earliest PVE programmes in Europe was the British PREVENT programme, and it has to some extent served as a model for other countries, including Sweden. In this article, we scrutinize a particular method, inspired by the PREVENT, and developed by the Swedish National Coordinator against violent extremism, called The Conversation Compass (CC) intended for so-called front-line workers. This article reports an analysis of this method in order to provide a broader understanding of how the discourse on preventing violent extremism meanders from political and policy discourses into claims about how to organize educational practices and social work and the regulations under which these institutions operate. The results show that the CC contributes to a securitization of the educational system in ways that are not in line with educational traditions of schools in Sweden, or with the laws and policies that regulate the educational system. 相似文献
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Jason Owen-Smith John Gascoigne Alan Chalmers Audra J. Wolfe Ivan Crozier Jan Crosthwaite Jonathan Simon Peter Anstey William Clower Mark Parascandola Robert L. Campbell Charlotte Bigg R. J. Hankinson Nicolas Rasmussen Christer Nordlund Nessy Allen Craig Sean McConnell David Oldroyd Edward Wisniewski Jessie Saul Stephanie H. Kenen Ina Roy Bradley Monton Dianah Leigh Jackson 《Metascience》2001,10(2):232-319
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Bo‐Christer Bjrk 《Learned Publishing》2019,32(3):227-236
The number of open access (OA) journals and their share of all scholarly journals are usually estimated based on indexing in the Directory of Open Access Journals (DOAJ). DOAJ's coverage of OA journals from different regions of the world is, however, far from complete, particularly of journals publishing in languages other than English. Using alternative data sources for identification and manual verification, 437 scholarly OA journals published in the five Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) were identified, and some key characteristics were studied. Of these, only 184 were indexed in DOAJ. A vast majority of the journals was published by scholarly societies or universities. Social sciences and humanities dominated as topics, and few journals charge authors. National or university‐specific OJS portals have played a major role in enabling OA publishing. Around a third of the Nordic scholarly journals are currently OA. 相似文献
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Bo‐Christer Björk 《Learned Publishing》2017,30(2):173-175
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