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Jiří Baláš David Giles Jan Kodejška Michaela Panáčková Simon Fryer 《European Journal of Sport Science》2016,16(7):764-772
This study aimed to (1) evaluate the effect of hand shaking during recovery phases of intermittent testing on the time–force characteristics of performance and muscle oxygenation, and (2) assess inter-individual variability in the time to achieve the target force during intermittent testing in rock climbers. Twenty-two participants undertook three finger flexor endurance tests at 60% of their maximal voluntary contraction until failure. Performances of a sustained contraction and two intermittent contractions, each with different recovery strategies, were analysed by time–force parameters and near-infrared spectroscopy. Recovery with shaking of the forearm beside the body led to a significantly greater intermittent test time (↑ 22%, P?P?P?相似文献
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The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of mathematics as a body of pure knowledge, which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and logic of certainty whilst developing curriculum, conceiving pedagogies and implementing assessment strategies in school mathematics education and mathematics teacher education programmes. With epistemic referents of dialectical logics and performative imagination, an alternative view of the nature of mathematics as an impure knowledge is discussed with its possible disempowering features, such as essentialism, hegemony and dualisms. Finally, an inclusive view of the nature of mathematics as im/pure knowledge system is articulated with the help of various forms of dialectics. 相似文献
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How does the human body defend itself, and why does it choose the paths it does choose? 相似文献
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Jennifer Adams Bal Chandra Luitel Emilia Afonso Peter Charles Taylor 《Cultural Studies of Science Education》2008,3(4):999-1019
This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou.
Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices
and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the
Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses
and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries,
science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic
Western-oriented aspirations of an elite group who are “living hybridity but talking scientism.” The discussants explore their
autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which
are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science
classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the
WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical
logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural
reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with
those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.
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| Jennifer AdamsEmail: |
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How does the immune system make sure that the assorted recognition keys it cuts for itself do not open the wrong doors and cause self-inflicted disease? How Does the Immune System Weed the Developing Repertoire? 相似文献
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Michail Lubomirov Michailov Jiří Baláš Stoyan Kolev Tanev Hristo Stoyanov Andonov Jan Kodejška Lee Brown 《Research quarterly for exercise and sport》2018,89(2):246-254
Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r2 = .48 and r2 = .42 for sport climbing; r2 = .66 and r2 = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r2 = .42) and bouldering ability (r2 = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability. 相似文献
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