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1.
Samuel T. Orange Phil Marshall Leigh A. Madden Rebecca V. Vince 《Journal of sports sciences》2019,37(11):1227-1234
This study examined the relationship between sit-to-stand (STS) power and physical function in adults with severe obesity. Thirty-eight adults (age: 44 ± 12 years; body mass index [BMI]: 45.2 ± 7.8 kg/m2) completed evaluations of STS power, strength and functional performance. STS power was measured with a wearable inertial sensor, strength was assessed with the isometric mid-thigh pull, and function was measured with the timed up-and-go (TUG), six-minute walk test (6MWT) and 30-s chair STS. Power and strength (normalised to body mass) entered regression models in addition to age, gender, BMI and physical activity (daily step count). Power displayed large univariate associations with TUG (r = 0.50) and 30-s chair STS (r = 0.67), and a moderate association with 6MWT (r = 0.49). Forward stepwise regression revealed that power independently contributed to TUG (β = ?0.40, p = 0.010), 30-s chair STS (β = 0.67, p < 0.001) and 6MWT performance (β = 0.27, p = 0.007). Power also appeared to be a superior determinant of function compared with strength. Power generated via the STS transfer largely underpins the ability to perform functional tasks in adults with severe obesity, although intervention studies are required to investigate a potentially causal relationship. 相似文献
2.
Stephen J. Preece Christopher Bramah Duncan Mason 《European Journal of Sport Science》2019,19(6):784-792
The biomechanical profile of high-level endurance runners may represent a useful model that could be used for developing training programmes designed to improve running style. This study, therefore, sought to compare the biomechanical characteristics of high-performance and recreational runners. Kinematic and kinetic measurements were taken during overground running from a cohort of 14 high-performance (8 male) and 14 recreational (8 male) runners, at four speeds ranging from 3.3 to 5.6?m?s?1. Two-way ANOVA analysis was then used to explore group and speed effects and principal component analysis used to explore the interdependence of the tested variables. The data showed the high-performance runners to have a gait style characterised by an increased vertical velocity of the centre of mass and a flight time that was 11% longer than the recreational group. The high-performance group were also observed to adopt a forefoot strike pattern, to contact the ground with their foot closer to their body and to have a larger ankle moment. Importantly, although observed group differences were mostly independent of speed, the tested variables showed a high degree of interdependence suggesting an underlying unitary phenomenon. This is the first study to compare high-performance and recreational runners across a full range of kinematic and kinetic variables. The results suggest that high-performance runners maintain stride length with a prolonged aerial phase, rather than by landing with a more extended knee. These findings motivate future intervention studies that should investigate whether recreational runners could benefit from instruction to decrease shank inclination at foot contact. 相似文献
3.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
4.
Jennings B. Marshall 《Teaching Statistics》2007,29(3):74-79
This article describes how roulette can be used to teach basic concepts of probability. Various bets are used to illustrate the computation of expected value. A betting system shows variations in patterns that often appear in random events. 相似文献
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6.
Depletion of the Earth’s ozone layer is one of the major environmental concerns for the new millennium having serious implications on human health, agriculture and climate. In the past decades, research by the international scientific community has been directed towards understanding the impact of human interference on the Earth’s atmosphere. The importance of ozone radiation absorption in the atmosphere and the general kinetics of the stratospheric ozone depletion mechanisms have motivated many theoretical and experimental studies on various chemical species. The distribution of ozone and other trace gases in the atmosphere is governed by the complex interaction of dynamical, chemical and radiative processes. This article concentrates on the basic concepts underlying the problems that may be faced by humankind due to reduction in the ozone layer in coming decades, and the ways in which the scientific community can contribute to predicting and remediating these effects through design of international treaties, regulations and amendments. 相似文献
7.
S.A. Marshall 《Journal of The Franklin Institute》1983,316(4):327-338
A detailed appraisal of the usefulness of reduced order systems produced by the two-step iterative algorithm of Shoji, J. Franklin Inst., Vol. 310, pp. 155–188, 1980; J. Franklin Inst., Vol. 313, pp. 267-271, 1982, in control system design is presented. In this appraisal, application of the method to four systems is considered and the results compared with those obtained by Marshall Int. J. Control, Vol. 31, pp. 677–690, 1980. Since two of the systems contain complex poles it was found necessary to adapt the Shoji method accordingly. 相似文献
8.
9.
John Lawlor Claire Conneely Elizabeth Oldham Kevin Marshall Brendan Tangney 《Technology, Pedagogy and Education》2018,27(2):211-232
There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning – from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky’s ‘more able other’ identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning. 相似文献
10.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献