A kinematic analysis of a judo leg sweep: major outer leg reap--osoto-gari     

Imamura R  Johnson B 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):191-201

Twenty male judo players (10 black belt; 10 novice) executed the major outer leg reap, osoto-gari, with maximal effort. Each throw was recorded within the two-dimensional sagittal plane using a 60 Hz video camera. Kinematic data that best described the power of the 'tori's' (thrower's) sweeping leg and the velocity of the 'uke's' (recipient's) falling body were analysed using a Peak Performance Technologies Inc. Motus system. Data from black belt and novice groups were statistically analysed using a one-way MANOVA (p = .05). Statistical analysis found only two variables for the 'tori' (peak angular velocity of the trunk; TTRK, and peak angular velocity of the ankle; TANK) to be significantly different. Large TTRK values for the black belt group indicated a proficient ability to create large momentum on the upper body of the 'uke'. Significantly larger differences in trunk rotation velocities of the 'uke' by the black belt group reinforced this notion. These differences were attributed to good upper body to upper body contact or impact, which is considered an important aspect of the 'osoto-gari'. Significant differences in TANK values stressed the importance of executing plantar flexion near sweep contact. The results emphasised the importance of using the sweeping leg in a sequential kinetic link motion rather than as a single rigid segment.  相似文献   

Moderate exercise and post-prandial metabolism: issues of dose-response     

Gill JM  Herd SL  Hardman AE 《Journal of sports sciences》2002,20(12):961-967

In this study, we examined the effects of 1 and 2 h of brisk walking on post-prandial metabolism. Eleven pre-menopausal women participated in three oral fat tolerance tests with different pre-conditions: control (no exercise), 1 h walk (1 h of walking at 50% maximal oxygen uptake, VO2max, on the day before) and 2 h walk (2 h walking at 50% VO2max on the day before). Venous blood samples were taken in the fasted state and for 6 h after ingestion of a high-fat mixed meal. Compared with the control trial, the 1 h walk reduced post-prandial lipaemia by a mean of 9.3%, whereas the 2 h walk reduced it by 22.8% (P < 0.01 for trend). Similarly, the 2 h walk reduced the post-prandial insulin response to a greater extent than the 1 h walk (17.3 vs 7.6%; P < 0.05 for trend). The results demonstrate that the beneficial effects of exercise on post-prandial metabolism are related to the duration and, therefore, the energy expenditure of the exercise session.  相似文献   

Book Reviews     

Ian M. Johnson  Paula Younger  Louise Ellis‐Barrett  Charles Oppenheim 《Learned Publishing》2006,19(4):309-315

Growth, creativity and collaboration: great visions on a Great Lake – proceedings of the North American Serials Interest Group, Inc. 19th annual conference, June 17–20, 2004, Milwaukee, Wisconsin. 2005 Ed. P. S. French and M. Mering The Haworth Information Press, Binghamton, NY, ISBN 0‐7890‐2976‐6 US $34.95 Communicating in style by Yateendra Joshi The Energy and Resources Institute, India, 2003, 81 7993 016 5, £7.50 Bookmaking: Editing, Design, Production by Marshall Lee W. W. Norton & Co. Ltd., 2004, hardback, ISBN 0393730182 The Institutional Repository By Richard Jones, Theo Andrew and John MacColl Chandos Publishing, 2005, ISBN 1 84334 138 7, 237pp.  相似文献   

Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation     

David W. Johnson  Roger Johnson  Margaret Tiffany  Brian Zaidman 《Contemporary educational psychology》1983,8(2):189-200

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.  相似文献   

The university and social welfare   总被引：1，自引：0，他引：1  

Harry G. Johnson 《Minerva》1973,11(1):30-52

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T.L.O. and the Student's Right to Privacy     

Jeffery L. Johnson  Donald W. Crowley 《Educational theory》1986,36(3):211-224

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Electronic current awareness for mental health facilities     

Johnson ME 《Bulletin of the Medical Library Association》2000,88(1):77-80

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MOOCs to university: a consumer goal and marketing perspective     

Jason Howarth  Steven D'Alessandro  Lester Johnson  Lesley White 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):144-158

In this paper we apply consumer goal theories to an educational context by examining how completion of a MOOC (Massive Open Online Course) may motivate enrolment in a university course. We contend that individuals who finish a MOOC are more likely to establish a new goal intention for university than those who do not finish. This new goal intention is likely to be prompted by the individual’s satisfaction with their MOOC experience as well as a sense of discontent in not having fulfilled their broader educational goals. For those who do set a new goal for university study, we contend that the institute hosting the MOOC is likely to form part of the consideration set used by individuals to narrow down their choice of tertiary provider. Moreover, we argue that this same host institute is likely to be chosen from the consideration set where the MOOC experience is a satisfying one and where a strong link can be established between the pedagogical and delivery approaches used in both the MOOC and university settings. This research has implications for how tertiary institutes create and use MOOCs, and offers insights into how providers can more effectively market higher education courses to those progressing through a MOOC pathway.  相似文献   

Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning     

Clem Herman  Gill Kirkup 《Gender and education》2017,29(6):781-795

In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities.  相似文献   

A Hierarchical Rater Model for Constructed Responses,with a Signal Detection Rater Model     

Lawrence T. DeCarlo  YoungKoung Kim  Matthew S. Johnson 《Journal of Educational Measurement》2011,48(3):333-356

The hierarchical rater model (HRM) re‐cognizes the hierarchical structure of data that arises when raters score constructed response items. In this approach, raters’ scores are not viewed as being direct indicators of examinee proficiency but rather as indicators of essay quality; the (latent categorical) quality of an examinee's essay in turn serves as an indicator of the examinee's proficiency, thus yielding a hierarchical structure. Here it is shown that a latent class model motivated by signal detection theory (SDT) is a natural candidate for the first level of the HRM, the rater model. The latent class SDT model provides measures of rater precision and various rater effects, above and beyond simply severity or leniency. The HRM‐SDT model is applied to data from a large‐scale assessment and is shown to provide a useful summary of various aspects of the raters’ performance.  相似文献