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ABSTRACT Full three-dimensional movements and external moments in golfers’ knees and the possible involvement in injuries have not been evaluated using motion capture at high sample frequencies. This study measured joint angles and external moments around the three anatomical axes in both knees of 10 professional golfers performing golf drives whilst standing on two force plates in a motion capture laboratory. Significant differences were found in the knee joint moments between the lead and trail limbs for the peak values and throughout all stages during the swing phase. A significantly higher net abduction moment impulse was seen in the trail limb compared with the lead limb (?0.518 vs. ?0.135 Nms.kg?1), indicating greater loading over the whole swing, which could contribute to knee lateral compartment or anterior cruciate ligament injuries. A significant correlation (r = ?0.85) between clubhead speed at ball contact and maximum joint moment was found, with the largest correlations being found for joint moments at the top of the backswing event and at the end of the follow-through. Therefore, although knee moments can contribute to high clubhead speeds, the large moments and impulses suggest that they may also contribute to chronic knee injuries or exacerbate existing conditions. 相似文献
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Richards PS 《Minerva》1988,26(2):177-198
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Albert Martin Susanne Bartscher-Finzer Anne Richards 《Publishing Research Quarterly》2018,34(1):69-88
Our study compares the motivations of Australian and German book publishers. The results demonstrate remarkable similarities, but also a significant difference regarding the effects of the publishers’ self-concept. In the German case the publishers with a dominant economic orientation are more proactive than the publishers with a dominant cultural orientation. In the Australian case, this correlation does not exist. The same difference holds for the relationship between the economic orientation and extrinsic motivation. We discuss these results and examine empirical evidence and theoretical suggestions to explain the differing findings. The data stem from surveys conducted in the two countries with responses of 196 (Germany) and 54 publishers (Australia). 相似文献
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Hazel Richards 《Support for Learning》2021,36(2):204-221
In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings. 相似文献
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Joanna Gurin 《Teaching Artist Journal》2016,14(3):154-160
“Dragons at the Snack Table” explores Magic Realism in relation to lived Applied Theatre spaces. 相似文献
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Kenneth D. Smith John Paul Eddy Thomas C. Richards Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13
Abstract An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it. 相似文献
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Dake Zhang Yi Ding Joanna Stegall Lei Mo 《Learning disabilities research & practice》2012,27(4):167-177
Students who struggle with learning mathematics often have difficulties with geometry problem solving, which requires strong visual imagery skills. These difficulties have been correlated with deficiencies in visual working memory. Cognitive psychology has shown that chunking of visual items accommodates students’ working memory deficits. This study investigated the effects of visual‐chunking representation as a testing accommodation for improving students’ geometry problem‐solving performance. Participants were four third‐graders with difficulties in mathematics. An adapted reversal design was employed to examine the students’ performance changes during standard testing conditions and accommodated testing conditions. During the accommodated condition, students were presented with visual‐chunking images. Results suggested that the visual‐chunking representation accommodation improved students’ performance on geometry problem‐solving tasks, and an interview confirmed students’ preference for the visual‐chunking representation approach. 相似文献
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Abstract In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making. 相似文献