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Accurate measurement of head volume is indispensable for precise assessments of body composition determined by hydrostatic weighing without head submersion. The purpose of this study was to establish a prediction equation for head volume measured by the immersion method from multiple regression analysis using head parameters (head circumference, head length, head breadth, neck girth and head thickness) as independent variables. The participants were 106 Japanese young adults (55 males and 51 females) aged 17-27 years. Intra-class correlation coefficients (ICCs) for each head parameter and head volume in males and females were very high (ICC = 0.993-0.999, 0.992-0.998). Head circumference was closely related to head volume measured by the immersion method (r = 0.719, 0.861, P < 0.05), and was the most important parameter for the prediction equation in both sexes. Head breadth was related poorly (r = 0.475, 0.500, P < 0.05) and showed a small individual difference. It was, therefore, excluded from the independent variables. The prediction equation for males was predicted head volume = 122.10X1 + 106.19X3 + 37.16X4 - 89.46X5 - 4754.93, R = 0.909, SEE = 121.75 ml, and that for females was predicted head volume = 213.83X1 + 45.24X3 + 36.85X4 - 74.34X5 - 8912.43, R = 0.913, SEE = 136.26 ml (where X1 = head circumference, X3 = head length, X4 = neck girth, X5 = head thickness, and SEE = standard error of the estimate). The limits of agreement for predicted and measured head volume were -234.5 to 234.1 ml for males, and -261.0 to 261.0 ml for females. In cross-validation groups of both sexes, there were no significant differences between measured head volume and predicted head volume. The correlation coefficients between measured head volume and predicted head volume in males and females were 0.894 and 0.908, respectively. The predicted head volume from prediction equations was considered to have high reliability and validity. 相似文献
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Donald Merriman Robin S. Codding Georgiana Shick Tryon Takuya Minami 《Psychology in the schools》2016,53(5):457-470
Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between‐groups design to examine the differential effectiveness of coaching, a self‐management intervention, compared with the local treatment‐as‐usual (homework center) on improving the homework completion of 50 middle school students (Grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. Results indicated that both group coaching and homework center (treatment‐as‐usual) were effective in significantly decreasing homework problems, with no clear indication that one intervention was, overall, superior to the other. However, preliminary analyses suggest that these interventions might be differentially effective as a function of disability status. 相似文献
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This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi-layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences. 相似文献
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In 1972 a longitudinal study was launched in one of the largest department store chains in Japan. The purpose of this study was to investigate the managerial career development of the newly hired college graduates. The research design required repeated monitoring of a newcomer's progress within the organization at seven different points in time over a three-year period. The study investigated basic questions concerning the process of managerial career development: (1) Why do some people achieve a higher level of management progress during the early period of their organizational career, while others do not? (2) What are the important indicators of management development during the formative years in business? (3) How accurately can development in management be predicted? (4) What are the organizational and personal consequences of managerial development? Over the three-year period of this study data were collected on 80 newly hired college graduates. Two models that have been used to understand the process of early management development in the United States were tested. Results were compatible with these models. Performance at the end of three years was found to be significantly related to both initially assessed potential (assessment model) and developed working relationships (vertical exchange model). Other professional and organizational outcomes were significantly related to developed working relationships. The implications of this cultural generality are discussed. 相似文献
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Akitoshi Uchida Kazuo Mori 《International Journal of Science and Mathematics Education》2018,16(6):1115-1126
International surveys repeatedly showed that Japanese children were good at mathematics but disliking it. We hypothesized there were a considerable number of “fake math-dislikes” among Japanese students who claimed they disliked mathematics explicitly but accepted it implicitly. To examine this hypothesis, we administered questionnaires and paper-based implicit association tests (IAT) to 204 Japanese junior high school students (13–14 years old) and found 38 fake math-dislikes (Study 1). We hypothesized further that those fake math-dislikes would become real math-dislikes eventually and that informing of their implicit attitude toward mathematics might work preventing this undesirable transition. Then, in Study 2, we randomly assigned them into experimental and control groups and informed only the experimental students of their positive implicit attitude toward mathematics we revealed with the IAT. One year later, we found 15 of the 16 experimental students improved their math achievement scores while only 9 of the 17 control students did. The simple practice of informing of their implicit attitude worked effectively for improving their math achievement. As hypothesized, it prevented the fake math-dislike students from turning into real math-dislikes. 相似文献
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ABSTRACTFacing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students’ Well-Being report distinguishes between ‘happy schools’ and ‘unhappy schools’, showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest ‘life satisfaction’ scores among all participating countries. This piece points out some of the problems inherent in the OECD’s recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future. 相似文献
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Barbara L. Seidl Gumiko Monobe Matthew D. Conley Lisandra Pedraza Burgos Herminia Janet Rivera Chiharu H. Uchida 《Teaching Education》2013,24(3):294-309
The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms. 相似文献
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