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101.
Paige E. Rice Courtney L. Goodman Christopher R. Capps N. Travis Triplett Travis M. Erickson Jeffrey M. McBride 《European Journal of Sport Science》2017,17(3):286-293
The purpose of this study was to compare force– and power–time curve variables during jumping between Division I strength-matched male and female basketball athletes. Males (n?=?8) and females (n?=?8) were strength matched by testing a one-repetition maximum (1RM) back squat. 1RM back squat values were normalised to body mass in order to demonstrate that strength differences were a function of body mass alone. Subjects performed three countermovement jumps (CMJ) at maximal effort. Absolute and relative force– and power–time curve variables from the CMJs were analysed between males and females. Average force– and power–time curves were generated for all subjects. Jump height was significantly greater (p?≤?.05) in males than females. Absolute force was higher in males during the concentric phase, but not significantly different (p?≥?.05) when normalised to body mass. Significance was found in absolute concentric impulse between sexes, but not when analysed relative to body mass. Rate of force development, rate of power development, relative peak force, and work were not significantly different between sexes. Males had significantly greater impulse during the eccentric phase as well as peak power (PP) during the concentric phase of the CMJ than did females in both absolute and relative terms. It is concluded that sex differences are not a determining factor in measured force during a CMJ when normalised to body mass between strength-matched subjects. However, eccentric phase impulse and concentric phase PP appear to be influenced by sex differences independent of matching strength levels. 相似文献
102.
The authors argue that some diagrams in biology textbooks and the popular press presented as depicting evolutionary relationships suggest an inappropriate (anagenic) conception of evolutionary history. The goal of this research was to provide baseline data that begin to document how college students conceptualize the evolutionary relationships depicted in such noncladogenic diagrams and how they think about the underlying evolutionary processes. Study 1 investigated how students (n = 50) interpreted the evolutionary relationships depicted in four such evolutionary diagrams. In Study 2, new students (n = 62) were asked to interpret what the students in Study 1 meant when they used the terms evolved into/from and ancestor/descendant of. The results show the interpretations fell broadly into two categories: (a) evolution as an anagenic rather than cladogenic process, and (b) evolution as a teleological (purpose‐driven) process. These results imply that noncladogenic diagrams are inappropriate for use in evolution education because they lead to the misinterpretation of many evolutionary processes. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:861–882, 2010 相似文献
103.
Didie ER Tortolani CC Pope CG Menard W Fay C Phillips KA 《Child abuse & neglect》2006,30(10):1105-1115
OBJECTIVE: No published studies have examined childhood abuse and neglect in body dysmorphic disorder (BDD). This study examined the prevalence and clinical correlates of abuse and neglect in individuals with this disorder. METHODS: Seventy-five subjects (69.3% female, mean age=35.4+/-12.0) with DSM-IV BDD completed the Childhood Trauma Questionnaire and were interviewed with other reliable and valid measures. RESULTS: Of these subjects, 78.7% reported a history of childhood maltreatment: emotional neglect (68.0%), emotional abuse (56.0%), physical abuse (34.7%), physical neglect (33.3%), and sexual abuse (28.0%). Forty percent of subjects reported severe maltreatment. Among females (n=52), severity of reported abuse and neglect were .32-.57 standard deviation units higher than norms for a health maintenance organization (HMO) sample of women. Severity of sexual abuse was the only type of maltreatment significantly associated with current BDD severity (r=.23, p=.047). However, severity of sexual abuse did not predict current BDD severity in a simultaneous multiple regression analysis with age and current treatment status. There were other significant associations with childhood maltreatment: history of attempted suicide was related to emotional (p=.004), physical (p=.014), and sexual abuse (p=.038). Childhood emotional abuse was associated with a lifetime substance use disorder (r=.26, p=.02), and physical abuse was negatively associated with a lifetime mood disorder (r=-.37, p=.001). CONCLUSIONS: A high proportion of individuals with BDD reported childhood abuse and neglect. Certain types of abuse and neglect appear modestly associated with BDD symptom severity and with gender, suicidality, and certain disorders. 相似文献
104.
Linda A. Reddy Courtney Anne De Thomas Erik Newman Victoria Chun 《Psychology in the schools》2009,46(2):132-153
School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc. 相似文献
105.
A total of 267 five‐, seven‐, and ten‐year‐olds (M = 7.62), 147 in Hong Kong and 120 in the United States, evaluated hypothetical personal (and moral) events described as either essential or peripheral to actors' identity. Except for young Chinese in the peripheral condition, straightforward personal events were overwhelmingly evaluated as acceptable based on personal justifications. Children primarily endorsed compliance, but attributed negative emotions to actors when mothers forbade personal choices, especially when described as essential to identity. Conventional justifications declined among Chinese children and pragmatic justifications for these judgments increased with age for all children, as did judgments that personal events were up to the child. Rules were seen as more legitimate and events were seen as more up to mothers to decide for moral than personal events. 相似文献
106.
Using a consensual qualitative research method, we interviewed 16 counselors on the challenges that they experienced when working in integrated behavioral healthcare settings. We identified five domains and 13 core ideas among all domains. We also discussed the implications for future counselor training and research. 相似文献
107.
108.
Higher education and women’s empowerment in Pakistan 总被引:1,自引:1,他引:0
This paper summarises the findings of a 2005 doctoral study by Malik which explored to what extent participation in higher education offers empowerment to women in Pakistan. A survey instrument was used to question female faculty members and female students from 10 public universities in Pakistan; 1290 students and 290 faculty members responded. Subsequently, semi‐structured interviews were held with 10 faculty members and 10 students. Respondents highlighted economic independence and an increased standing within family and society as the main benefits of higher education participation. A major finding is that participation in higher education enables women to impact on a number of discriminatory practices simultaneously and thereby effect change for the better. The main recommendation is that future educational strategies be developed with the aim of further promoting gender equality in all areas of education in Pakistan, but particularly with the aim of increasing female students’ participation in higher education. 相似文献
109.
Objectives
The paper reviews the experiences of conducting child protection assessments across four humanitarian emergencies where violence and insecurity, directly or indirectly, posed a major threat to children. We seek to identify common themes emerging from these experiences and propose ways to guide the planning and implementation of assessments that effectively identify, and suggest means of response to, threats to children's rights and well-being in emergency settings.Methods
In the context of a field evaluation of an inter-agency resource kit, crisis settings where an inter-agency assessment of child protection had been considered in the period August 2008 to July 2010 were identified. Email correspondence, telephone-based structured interviews and documentary review collated information from child protection coordinating agencies from a total of twenty sites, the minority of which had proceeded to complete an assessment. This paper presents case studies of the experience in Georgia (following the conflict between Russian and Georgian forces in August 2008), Gaza (following the Israeli military incursion beginning in December 2008), Haiti (following the earthquake of January 2010), and Yemen (following the ceasefire agreement between the government and rebel forces in early 2010).Case study findings
In each setting the context of the humanitarian emergency is outlined. The processes of the planning (and, where appropriate, implementation) of the child protection assessment is described. Where available, the findings of the child protection assessment and their use in shaping interventions are summarized.Practice implications
Case studies document experience across humanitarian settings widely divergent in terms of the nature of the emergency, social–political context, and institutional capacity. Despite such differences, analysis suggests securing inter-agency coordination, preparation and capacity building, and means of ensuring timeliness of findings to be recurrent themes in the effective mobilization of an effective assessment able to inform programming. 相似文献110.
Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory 下载免费PDF全文
Many pre‐health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well‐planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self‐assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co‐enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496–509. © 2018 American Association of Anatomists. 相似文献