In the Shadow of Arabic: The Centrality of Language to Arabic Culture. Studies Presented to Ramzi Baalbaki on the Occasion of his Sixtieth Birthday     

W. Matt Malczycki 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(1):115-117

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Comparative efficacy of active recovery and cold water immersion as post-match recovery interventions in elite youth soccer     

Sam Pooley  Owen Spendiff  Matt Allen 《Journal of sports sciences》2020,38(11-12):1423-1431

ABSTRACT

The current study compared cold-water immersion (CWI) and active recovery (AR) to static stretching (SS) on muscle recovery post-competitive soccer matches in elite youth players (n = 15). In a controlled crossover design, participants played a total of nine competitive soccer games, comprising three 80 minute games for each intervention (SS, CWI and AR). Muscle oedema, creatine kinase (CK), countermovement jump performance (CMJA) and perceived muscle soreness (PMS) were assessed pre-, immediately post-, and 48 hours post-match and compared across time-intervals and between interventions. Following SS, all markers of muscle damage remained significantly elevated (P < 0.05) compared to baseline at 48 hours post-match. Following AR and CWI, CMJA returned to baseline at 48 hours post-match, whilst CK returned to baseline following CWI at 48 hours post-match only. Analysis between recovery interventions revealed a significant improvement in PMS (P < 0.05) at 48 hours post-match when comparing AR and CWI to SS, with no significant differences between AR and CWI observed (P > 0.05). Analysis of %change for CK and CMJA revealed significant improvements for AR and CWI compared to SS. The present study indicated both AR and CWI are beneficial recovery interventions for elite young soccer players following competitive soccer matches, of which were superior to SS.  相似文献   

Discrimination and Ethnic-Racial Socialization Among Youth Adopted From South Korea Into White American Families     

Samantha M. Schires  NiCole T. Buchanan  Richard M. Lee  Matt McGue  William G. Iacono  S. Alexandra Burt 《Child development》2020,91(1):e42-e58

The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; M_age at T1 = 14.9, M_age at T2 = 18.3, M_age at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic-racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination.  相似文献   

The relationship of school-based parental involvement with student achievement: a comparison of principal and parent survey reports from PISA 2012     

James Sebastian  Jeong-Mi Moon  Matt Cunningham 《Educational studies》2017,43(2):123-146

This paper explores parental involvement using principal and parent survey reports to examine whether parents’ involvement in their children’s schools predicts academic achievement. Survey data from principals and parents of seven countries from the PISA 2012 database and hierarchical linear modelling were used to analyse between- and within- school variance in students’ math achievement. Factor analysis of both principal and parent responses revealed three dimensions of parental involvement with schools: parent-initiated involvement, teacher-initiated involvement and parent volunteerism. Principal reports of parent-initiated involvement positively predicted between-school differences in student achievement. Within schools, parent reports of teacher-initiated involvement negatively predicted student achievement. The paper shows the importance of understanding the source of information for survey measures. Information on parental involvement from the parent surveys of the PISA study is suitable for describing within-school variation in student achievement, whereas principal reports can be used to predict variation between schools.  相似文献   

Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity     

Dawne Bell  David Wooff  Matt McLain  David Morrison-Love 《Curriculum Journal》2017,28(4):539-558

The hierarchal status of academic disciplines, what defines valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored.  相似文献   

Foundations of dynamic learning analytics: Using university student data to increase retention          下载免费PDF全文

Sara de Freitas  David Gibson  Coert Du Plessis  Pat Halloran  Ed Williams  Matt Ambrose  Ian Dunwell  Sylvester Arnab 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1175-1188

With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

Partnership as cultural practice in the face of neoliberal reform     

Rob Smith  Matt O'Leary 《Journal of educational administration and history》2015,47(2):174-192

This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of Initial Teacher Education (ITE) courses for FE student-teachers across a range of sites. These collaborative ITE programmes prepare students to teach in FE settings and conceptualise the FE teacher as a critically informed practitioner, equipped to engage with research and knowledge production practices in the sector. The permeable grouping of teacher educators that has emerged identifies itself as a ‘community of practice’ and uses this concept in the development of a pattern of cultural interaction that scaffolds the continuing professional development of practitioners across the region. This article outlines the underpinning values of the Higher Education (HE)/FE partnership and explores how the partnership has responded to the neoliberal policyscape. Through a number of examples, the authors illustrate how this community seeks to translate shared beliefs into everyday practice, not least through a critical and participatory approach to practitioner research activities which challenges the performative practices that have come to dominate FE in England.  相似文献   

War Journalism and the “KIA Journalist”: The Cases of David Bloom and Michael Kelly     

Matt Carlson 《Critical Studies in Media Communication》2013,30(2):91-111

This paper examines mediated discourse around the deaths of two prominent journalists who died in the Iraq war in 2003: NBC reporter David Bloom and Washington Post columnist Michael Kelly. Their deaths are interpreted by journalists though narratives related to bravery, volunteerism, sacrifice, and witnessing. A discursive construct, labeled the “KIA journalist,” develops that situates the death of the war reporter within broader tropes connected to the normative journalistic role. Ultimately, Kelly and Bloom are placed in a framework that strives to increase journalism's cultural authority by positioning journalists as representations of the collective good.  相似文献   

How university teachers design assessments: a cross-disciplinary study     

Margaret Bearman  Phillip Dawson  Sue Bennett  Matt Hall  Elizabeth Molloy  David Boud  Gordon Joughin 《Higher Education》2017,74(1):49-64

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The influence of tennis court surfaces on player perceptions and biomechanical response     

Chelsea Starbuck  Loïc Damm  James Clarke  Matt Carré  Jamie Capel-Davis  Stuart Miller 《Journal of sports sciences》2016,34(17):1627-1636

This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion.  相似文献