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The use of function words in 135 essays written by deaf college underclassmen in developmental and credit-bearing English composition classes is described and compared with Standard English (SE) versions of teh same essay. If student and SE version were the same, this was considered mastery; if the student omitted a word, this was considered avoidance; and if the student added a word, this was considered overuse. The deaf students varied from SE more for function than for content words. They demonstrated low mastery of independent clause markers, demonstratives, third-person singular neuter pronouns, and modals related to possibility, but had relatively high mastery of the first-person singular; and some punctuation. These students strongly avoided some dependent clause markers, some demonstratives, the indefinite article, punctuation except for periods and commas, and the modal verbs may, might and should , but greatly overused other dependent clause markers, the second person and third-person pronouns, quantifiers, the verb do, and the modals could and will. They were also more likely to produce run-ons than fragments. 相似文献
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Delphinus EM Sayers MG 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):212-222
Putting proficiency is a key determinant of golfing success and yet minimal biomechanical research has been published on this important skill. Little is known about the motion and coordination of the pelvis and trunk during the putting motion. The purpose of this study was to present detailed three-dimensional (3D) kinematic profiles of the pelvis and trunk during the putting motion, and to determine if differences in kinematics exist between proficient and non-proficient golfers. A 3D analysis (100 Hz) was conducted on 10 single figure handicap golfers using a six-camera motion capture system. Participants completed 18 putts (2 m) towards a cup in an indoor facility and were subsequently divided into two groups based on putting proficiency (Proficient: >79%; Non-proficient: <79%). Variables assessed were the linear movements of the centre of mass (COM) and head, and the angular movements of the pelvis and trunk. Effect size statistics showed that the Proficient putters tended to move predominantly in the frontal plane (towards the target), while the non-proficient putters moved more sagittally. In addition, the Non-proficient putters recorded greater movement variability. The implications of this study suggest that putting proficiency is enhanced when the COM moves towards the target. 相似文献
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ABSTRACTThis project examined the interrelationships between power production and upper body kinematics during a series of medicine ball push-press (MBP-P) throws. Twenty-five regular weight trainers (body mass = 86 ± 10 kg) performed a series of ballistic vertical MBP-P throws at loads representing 5% and 10% of their assessed 5RM bench press. Throws were performed lying supine on a force platform (1 kHz) with upper body kinematics assessed using standard infra-red motion capture techniques (0.5 kHz). Gross measures of performance and power production such as peak vertical ball velocity (Velpeak), peak force (Fpeak) and power (Ppeak) were recorded during the propulsive phase of the movement. Comparative analyses indicated that despite significant reductions in Velpeak from the 5% to 10% loads (P < 0.001), Fpeak remained largely unchanged (P = 0.167). Analysis of inter-trial variability showed that the gross measures of performance and power were relatively stable (Coefficient of Variation [CV%] <13%), while most upper limb segmental kinematics varied considerably between trials (CV% up to 70%). This project highlights the complexity of the relationships between power production and upper body kinematics during light load ballistic MBP-P throwing. Additionally, it shows how trained athletes can achieve similar outcomes during ballistic movements using a variety of movement strategies. 相似文献
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Donna Sayers Adomat 《Children‘s Literature in Education》2010,41(3):207-221
In this qualitative study, the author explores how young readers build literary understanding through performative responses
in picturebook read-alouds. Performative responses allow children to create and express meaning in ways that go beyond talk
and that engage their creativity and imagination. They include a variety of modalities, such as gesture, mime, vocal intonation,
characterization, and dramatization. Certain children show a propensity for responding in individual or characteristic ways.
By focusing on the performative responses of one second-grade reader, the author defines the characteristics of performative
responses and how children build literary understanding through them. Performative responses helped this young, struggling
reader to immerse herself in the story world, create the mood of the story, show an understanding of the unfolding narrative,
deepen her understanding of characters, and involve her classmates in a rich, and sometimes raucous, exploration of stories
through spontaneous dramatizations. The author argues that performative responses open up an imaginative world to children,
allow children to contribute actively to the construction of meaning, give children agency in creating their own curriculum,
and allow for a collaborative environment that builds on the strengths of the students in the group. 相似文献
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Sayers W 《Journal of deaf studies and deaf education》1999,4(4):321-330
This note introduces the earliest Swedish treatise on the education of the deaf. It arose in the unlikely circumstances of a manse and the residence of the director of a saltpeter boilery in a small town in eighteenth-century Finland. Its interest today is in its distant reflection of the pedagogical trials (and errors) then taking place in Enlightenment Europe and in its combination of humanity, respect for signing, and goals of intelligible speech and literacy. 相似文献