List of Reviewers     

Coral Falco  Javier Molina-García  Octavio Álvarez  Isaac Estevan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):381-382

The aim of this study was to investigate the effects of target distance on temporal and impact force parameters that are important performance factors in taekwondo kicks. Forty-nine taekwondo athletes (age = 24.5 ± 5.9 years; mass = 79.9 ± 10.8 kg) were recruited: 13 male experts, 21 male novices, 8 female experts, and 6 female novices. Impact force, reaction time, and execution time were computed. Three-way repeated measure ANOVAs revealed significant ‘distance’ effect on impact force, reaction time, and execution time (p = 0.001). Comparisons between distance conditions revealed that taekwondo athletes kicked with higher impact force from short distance (17.6 ± 7.5 N/kg) than from long distance (13.1 ± 5.7 N/kg) (p < 0.001), had lower reaction time from short distance (498 ± 90 ms) and normal distance (521 ± 111 ms) than from long distance (602 ± 121 ms) (p < 0.001), and had lower execution time from short distance (261 ± 69 ms/m) than from normal distance (306 ± 105 ms/m) or from long distance (350 ± 106 ms/m) (p = 0.003 and p < 0.001, respectively). In conclusion, target distance affected the kick performance; as distance increases, impact force decreased and reaction time increased. Therefore, when reaction to a simple visual stimulus is needed, kicking from a long distance is not recommended, as longer time is required to respond.  相似文献   

Educational reform in Spain     

Alvaro Marchesi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):591-607

This paper presents the main objectives of an historic reform of the Spanish school system and the overall process of educational change. In the first part, the present situation is described, principally the effort made during recent years to extend learning opportunities to everyone and the problems still to be resolved. In the second part, the main features of the reform process are identified: the quantitative versus qualitative debate, the meaning of quality, control over the curriculum, homogeneity versus diversity in the curriculum, the relationship between school and society, and the influence of the European context. In the third part, the three foremost aims of the reform are developed: to extend basic education, to modify the educational levels and to improve quality. Finally, the process of change is described from 1983 up to the present day and into the future.

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Zusammenfassung In diesem Artikel geht es um die Hauptziele einer historischen Reform im spanischen Schulsystem und um den gesamten Prozeß der Veränderungen auf dem Bildungssektor. Im ersten Teil wird die gegenwärtige Situation beschrieben, und zwar hauptsächlich ein in den letzten Jahren durchgeführter Versuch, jeden in das Bildungssystem einzubeziehen. Außerdem werden die noch zu lösenden Probleme angesprochen. Im zweiten Teil werden die Hauptmerkmale des Reformprozesses identifiziert: die Debatte um Quantität gegenüber Qualität, die Bedeutung der Qualität, die Kontrolle über das Curriculum, Homogenität gegenüber Unterschieden im Curriculum, die Beziehung zwischen Schule und Gesellschaft und der Einfluß des europäischen Gedankens. Im dritten Teil werden die drei wichtigsten Reformziele entwickelt: die Erweiterung der Grundbildung, die Modifizierung der Bildungsstufen und die Verbesserung der Qualität. Im letzten Teil wird der Änderungsprozeß von 1983 an bis zur Gegenwart und in die Zukunft hinein beschrieben.

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Résumé On expose dans le présent article les objectifs principaux d'une réforme historique du système scolaire espagnol et le processus global du changement éducatif. Dans la première partie, on décrit la situation actuelle en mettant un accent sur l'effort accompli ces dernières années pour donner accès à l'éducation à chacun et sur les problèmes qui restent à résoudre. Dans la deuxième partie, on identifie les caractéristiques majeures du processus de réforme: le débat quantitatif contre le débat qualitatif, la signification de la qualité, le contrôle du curriculum, l'homogénéité contre la diversité du programme d'études, les relations entre l'école et la société et l'influence du contexte européen. Dans la troisième partie, on développe les trois grands buts de ladite réforme: étendre l'éducation de base, modifier les niveaux d'éducation et améliorer la qualité. Enfin, on retrace le processus de changement de 1983 à nos jours et celui envisagé pour l'avenir.

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Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Brain,Brow, and Booty: Latina Iconicity in U.S. Popular Culture     

ISABEL MOLINA GUZMÁN  ANGHARAD N. VALDIVIA 《The Communication Review》2013,16(2):205-221

We were shooting on the steps of the Metropolitan Museum one night. It was lit romantically, and Jennifer was wearing an evening gown, looking incredibly stunning. Suddenly there must have been a thousand people screaming her name. It was like witnessing this icon. (Ralph Fiennes in the New York Times, 2002, p. 16, emphasis added)

This stamp, honoring a Mexican artist who has transcended “la frontera” and has become and icon to Hispanics, feminists, and art lovers, will be a further reminder of the continuous cultural contributions of Latinos to the United States. (Cecilia Alvear, President of National Association of Hispanic Journalists (NAHJ) on the occasion of the introduction of the Frida Kahlo U.S. postage st& 2001; emphasis added)

“Nothing Like the Icon on the Fridge” (column about Salma Hayek’s Frida by Stephanie Zacharek in the New York Times, 2002 Zacharek, S. 2002. The New Season/Movies; Nothing Like the Icon on the Fridge. The New York Times, : 41 Sep.8.Section ZA [Google Scholar]).  相似文献   

Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues     

Ángel Vázquez-Alonso  Antonio García-Carmona  María Antonia Manassero-Mas  Antoni Bennàssar-Roig 《Science & Education》2013,22(5):1191-1218

This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers’ understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers’ understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.  相似文献   

El recuerdo de cuentos e historias en niños escolares     

Alvaro Marchesi 《Infancia y Aprendizaje》2013,36(22):57-64

Resumen

El principal objetivo de este estudio fue examinar la influencia de la edad en el recuerdo y organización de tres tipos de historias: normal, mezclada e invertida. Las diferencias significativas se producían en el recuerdo total, en las inferencias añadidas al recuerdo y en la organización temporal del recuerdo del cuento.  相似文献   

La influencia de variables cognitivas en el recuerdo de cuentos y su valoración en función de la edad     

José A. León  Alvaro Marchesi 《Infancia y Aprendizaje》2013,36(37):19-31

Resumen

Esta investigación analizó la memoria a través del recuerdo de cuentos bajo la manipulación de variables cognitivas en niños de 6, 8 y 10 años. Siguiendo la gramática de la historia según Stein y Glenn, se diseñaron tres cuentos sencillos con contenidos bien diferenciados. Cada historia poseía además dos finales (final feliz y final triste). Participaron un total de 108 niños y sus respuestas fueron registradas en un análisis factorial mixto con dos factores intersujetos (edad y sexo) y tres factores intrasujetos (contenido, final y categoría gramatical). Los resultados resaltan la importancia que el contenido ejerce no sólo en el recuerdo del mismo, sino también en los distintos finales presentados.  相似文献   

Being highly internationalised strengthens your reputation: an empirical investigation of top higher education institutions     

Blanca L. Delgado-Márquez  M. Ángeles Escudero-Torres  Nuria E. Hurtado-Torres 《Higher Education》2013,66(5):619-633

In an educational context characterised by globalisation, reputation constitutes a crucial issue for today’s higher education institutions. Internationalisation of higher education is often seen as a potential response to globalisation and, consequently, higher education has become increasingly internationalised during the past decade. In this paper, we investigate the relationship between internationalisation and reputation in top higher education institutions. Results reveal that internationalisation positively influences a university’s reputation but also moderates the relationship between the institution’s reputation and its institutional performance with regard to research quality, teaching quality and graduate employability.  相似文献   

Aerobic fitness and academic achievement: A systematic review and meta-analysis     

Celia Álvarez-Bueno  Charles H Hillman  Mairena Sánchez-López  Diana P. Pozuelo-Carrascosa  Vicente Martínez-Vizcaíno 《Journal of sports sciences》2020,38(5):582-589

ABSTRACT

This study aims to quantify the association between aerobic fitness and academic achievement, and determine how different aerobic fitness tests and individual demographic characteristics may modify this association. It includes 41 cross-sectional and 7 longitudinal studies focusing on children and adolescents, from MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database and Web of Science. Pooled effect sizes (ES) were estimated for the association between aerobic fitness and specific domains of academic achievement. Subgroup analyses and meta-regressions were based on aerobic fitness tests and demographic characteristics. The ES for the association between aerobic fitness with language/reading-skills, mathematics-related skills and composite scores, were 0.23 (95% CI: 0.12; 0.34); 0.27 (95% CI: 0.19; 0.36) and 0.28 (95% CI: 0.12; 0.45), respectively. Subgroup analyses by aerobic fitness test modified these associations; additionally, analyses by sex or age showed differences between boys and girls as well as between children and adolescents. Finally, meta-regressions revealed a slight effect of body mass index on these associations. Cardiorespiratory fitness is positively associated with academic achievement. Associations were dependent on demographic and aerobic fitness test characteristics, being stronger in boys than in girls, and in children than in adolescents.

Systematic review registration: PROSPERO CRD42017069677  相似文献   

Influence of football match time–motion parameters on recovery time course of muscle damage and jump ability     

Moisés de Hoyo  Daniel Dylan Cohen  Borja Sañudo  Luis Carrasco  Alejandro Álvarez-Mesa  Juan José del Ojo 《Journal of sports sciences》2016,34(14):1363-1370

ABSTRACT

We analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJ_H), average concentric force (CMJ_CON) and average eccentric force (CMJ_ECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJ_ECC (ES: ?0.38), CMJ_H (ES: ?0.35) decreased 30 min post, CMJ_CON (ES: ?0.35), CMJ_ECC (ES: ?0.35) and CMJ_H (ES: ?1.35) decreased 24 h post, and CMJ_CON (ES: ?0.41) and CMJ_H (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h^?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h^?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJ_CON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s^?2 correlated with changes CMJ_CON (r = ?0.49) at 48 h and CMJ_ECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match.  相似文献