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1.
Janet H. Zhang Aislinn J. C. McPhail Winko W. An Waqar M. Naqvi Daniel L. H. Chan Ivan P. H. Au 《Journal of sports sciences》2017,35(15):1533-1537
This study sought to compare the kinetics and kinematics data in a group of habitual shod runners when running in traditional running shoes and newly designed minimalist shoes with lug platform. This novel footwear design claims to simulate barefoot running and reduce energy loss during impact. We compared footstrike angle (FSA), vertical average (VALR) and instantaneous (VILR) loading rates, energy loss and initial vertical stiffness between two shoe conditions. Runners demonstrated a decreased FSA while running in minimalist shoes with lug platform than traditional shoes (P = 0.003; Cohen’s d = 0.918). However, we did not observe a landing pattern transition. VALR and VILR between two footwear conditions showed no significant difference (P = 0.191–0.258; Cohen’s d = 0.304–0.460). Initial vertical stiffness (P = 0.032; Cohen’s d = 0.671) and energy loss (P = 0.044; Cohen’s d = 0.578) were greater when running in minimalist shoes with lug platform. The results show that minimalist shoes with lug platform reduce the FSA but may not lead to a landing pattern switch or lower vertical loading rates. Interestingly, the new shoe design leads to a greater energy loss than traditional running shoes, which could be explained by a higher initial vertical stiffness. 相似文献
2.
A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students 
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下载免费PDF全文 Aaron M. Carlson Ellen D. McPhail Vilmarie Rodriguez Georgene Schroeder Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134
Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists. 相似文献
3.
Graham J. McPhail 《Curriculum Journal》2017,28(4):524-538
This paper examines Young and Muller's elaboration of Michael Young's concept of powerful knowledge and considers music's alignment with the characteristics theorised as distinguishing this type of knowledge. Consideration of the concept in relation to music may be timely as music teachers continue to grapple with the problem of knowing what knowledge to include within the parameters of a school curriculum. The concept of powerful knowledge may provide us with a fresh way of considering what school music may have to offer in such a noisy and musically heterogeneous world. This curricular challenge, however, is by no means unique to music, even though it may be exacerbated in music which is so open to the forces of cultural change. I argue that access to this knowledge occurs by placing abstract concepts at the centre of curriculum conception as the means to mediate the space between everyday knowledge and the more vertical discourse of school knowledge. It is in this ‘academic’ space that students can come to understand and utilise music as a form of powerful knowledge, when epistemic understanding illuminates the experiential and aesthetic dimensions of musical experiences. 相似文献
4.
Harry Bruce Gary Evans Sophia E. Voumakis Richard V. Ericson Peter Worthington T. McPhail 《Communication Booknotes Quarterly》2013,44(10):115-119
EACH MOMENT AS IT FLIES, writings by Harry Bruce (Toronto: Methuen, 1984--- $18.95; 283 pp.) CONTEMPORARY CANADIAN PHOTOGRAPHY FROM THE COLLECTION OF THE NATIONAL FILM BOARD (Edmonton: Hurtig, 1984--$29.95 176 pp.): JOHN GRIERSON AND THE NFB (Toronto: ECW Press, 1984---$8.95, paper, 155 pp.) JOHN GRIERSON AND THE NATIONAL FILL BOARD: THE POLITICS OF WARTIME PROPAGANDA by Gary Evans (Toronto: University of Toronto Press, 1984---$24.95, 329 pp.) NEWS ACCOUNTS OF ATTACKS ON WOMEN A COMPARISON OF THREE TORONTO NEWSPAPERS by Sophia E. Voumakis and Richard V Ericson (Toronto: University of Toront( Centre of Criminology, 1984---$5.00 paper, 98 pp.) LOOKING FOR TROUBLE: A JOURNALIST'S LIFE...AND THEN SOME by Peter Worthington (Toronto: Key Porter Books, 1984--- $24.95, 470 pp.) PROCEEDINGS OF COMMUNICATION IN THE 80'S: MAJOR ISSUES edited by T. McPhail and S. Hamilton (Calgary: University of Calgary Communications Studies Program, 1985---$15.00, 162 pp.) THE NEWSPAPERING MURRAYS by Georgina Keddell (Toronto: Goodread Biographies, 1984---$5.95, paper, 301 pp.) BORDEN SPEARS: REPORTER, EDITOR, CRITIC compiled and edited by Dick MacDonald (Toronto: Fitzhenry & Whiteside, 1984--$12.95, paper, 220 pp.) THE THOMSON EMPIRE by Susan Goldenberg (Toronto: Methuen, 1984--$24.95, 260 pp.) BYLINE CANADA: THE 1984 NATIONAL NEWSPAPER AWARDS edited by Andrew MacFarlane (Toronto: Methuen, 1984-- $12.95, paper, 206 pp.) CULTURE STATISTICS: NEWSPAPERS AND PERIODICALS, 1981 (Ottawa: Education, Culture and Tourism Division, Statistics Canada, 1983---$6.35, paper, 52 pp.) CHINA HANDS: THE GLOBE AND MAIL IN PEKING by Charles Taylor (Toronto: Mc- Clleland and Stewart, 1984---$16.95, 363 pp.) LOVE'S SWEET RETURN: THE HARLEQUIN STORY by Margaret Ann Jensen (Toronto: The Women's Press, 1984---$9.95, paper, 188 pp.) THE UPPER LEFT-HAND CORNER: A WRITER'S GUIDE FOR THE NORTHWEST (Vancouver: International Self-Counsel Press, 1984---$10.95, paper, 122 pp.) MANAGING DIVERSITY: FEDERAL-PROVINCIAL COLLABORATION AND THE COMMITTEE ON EXTENSION OF SERVICES TO NORTHERN AND REMOTE COMMUNITIES by Catherine A. Murray (Kingston, Ontario: Institute of Intergovernmental Relations, Qns, Queens University, 1983---$19.00, 173 pp.) MOVEMENTS AND MESSAGES: MEDIA AND RADICAL POLITICS IN QUEBEC by Marc Raboy (Toronto: Between the Lines, 1984--- $18.95, 165 pp.) CANADIAN POLITICS THROUGH PRESS REPORTS edited by Donald C. Wallace and Frederick J. Fletcher (Toronto: Oxford University Press, 1984---$11.95, paper, 227 pp.) MEDIA AND ELECTIONS IN CANADA by Walter Soderland, et al. (Toronto: Holt, Rinehart & Winston, 1984---$9.95, paper, 163 pp.) ADVERTISING MANAGEMENT IN CANADA by Rene Darmon and Michael Laroche (Toronto: Wiley Canada, 1984--$33.95, 577 pp.) THE DYNAMICS OF CONSUMER BEHAVIOR by Winston Mahatoo (Toronto: Wiley Canada, 1985---$34.95) FINDING CANADIAN FACTS FAST by Stephen Overbury (Toronto: Methuen, 1985 ---$19.95, 192 pp.) 相似文献
5.
Richard Loth Michael Real R. Jackson T. McPhail James Startt William David Sloan 《Communication Booknotes Quarterly》2013,44(2):43-44
Communications Industry Report and Communications Industry Forecast (Veronis, Suhler & Associates, 350 Park Ave, New York, NY 10022—$500 each, paper, no ISBN numbers given) The Annual Report Glossary: 1988 Edition by Richard Loth (FIPS Partners, 4579 Airlie Way, Annandale, VA 22003—$26.00, three-ring notebook, ISBN 0-924399-00-7) Super Media: A Cultural Studies Approach by Michael Real (Newbury Park, CA: Sage, 1989—$35.00/16.95, ISBN 0-8039-3313-4 hard, 0-8039-3314-2 soft) The Olympic Movement and the Mass Media: Past, Present and Future Issues edited by R. Jackson and T. McPhail (Hurford Enterprises, PO Box 61256, 3630 Morley Trail NW, Calgary, Alberta T2L 1KS, Canada—price not given, paper, ISBN 0-88953-115-3) Historical Methods in Mass Communication by James Startt and William David Sloan (Hillsdale, NJ: Lawrence Erlbaum, 1989—$24.50, ISBN 0-8058-0433-1) Communication Research: Strategies and Sources by Rebecca Rubin, Alan Rubin and Linda Piele (Belmont, CA: Wadsworth, 1990—price not given, paper, ISBN 0-534-12144-6) “The Communication Series,” Mass Communication: An Introductory Survey by James Harless (Dubuque, IA: Wm. C. Brown, 1990) 相似文献
6.
Esters Lorenzo L. McPhail Christine Johnson Singh Robert P. “Ski” Sygielski John J. 《Tertiary Education and Management》2008,14(4):345-370
Tertiary Education and Management - This study examined the entrepreneurial, nontraditional fundraising behaviors and activities of 23 community college presidents using interview and survey data.... 相似文献
7.
Graham J. McPhail 《Curriculum Journal》2016,27(4):518-537
This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The school's focus is on developing the dispositions and competencies of students through thematic, intersubject, inquiry-based learning. While these twenty-first-century ideas appear widely accepted worldwide, there is little research on the impact of these ideas on student learning. This study considers the challenges faced by the school in moving from aspirational vision to curriculum enactment during its first 18 months of operation. The focus of this paper is the curriculum design and development process. The issues faced by staff in this twenty-first-century school will be of interest to educationalists worldwide who are involved with the planning of new schools and curricular innovation within existing schools. Four key questions that arise from the study and that will form the focus of future research are identified. 相似文献
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9.
Graham John McPhail 《Curriculum Journal》2014,25(3):306-325
In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students’ views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I utilise thematic categories developed in the study but also Bernstein's concepts of pedagogic rights and identities to consider whether students’ experience of the curriculum empowered them to look beyond what they already know to consider alternatives. Most students were able to recognise themselves and their aspirations within their school music departments while also recognising the potential importance of the theoretical knowledge of the discipline. The interplay between enabling pedagogy and curriculum content appears to be pivotal in developing these rights for students. 相似文献
10.
N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119