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101.
规模经济效应已成为“传统”远程教育(福特模式)的众多优势之一,也让单一模式的大学能以较低的价格提供优质的服务。而远程教育的范围经济效应虽然还没有获得足够的重视,但随着电子化教学的出现,越来越多各种形式的远程教育机构开始提供定制化的学习方式,范围经济效应也变得更为重要了。远程教育的规模经济效应和范围经济效应在帮助远程教育机构获利的同时,也对这些机构提出了更多要求。大型远程教育大学和小型网上课程提供者都有各自的难处,前者很难实现范围经济效应,而后者则发现规模经济效应难以企及。将两种效应最大化是难点之一,如果可能,还要了解其中的变化。本文将探讨规模和范围经济效应与远程教育和电子化教学的关系,并提出一个问题,即如何实现这两种效应。若要在规模经济效应和范围经济效应之间求得一个平衡,则很有可能需要进行组织机构的改变,特别是如果需要进行类似电子化教学这样的创新活动。因此,本文也将涉及教育机构如何应对创新相关的问题。本文提出的一系列问题目前尚无解答,我们等待有充分理论和研究依据的答案.  相似文献   
102.
The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being.  相似文献   
103.
ABSTRACT

Selecting effective dietary strategies for professional football players requires comprehensive information on their energy expenditure (EE) and dietary intake. This observational study aimed to assess EE and dietary intake over a 14-day period in a representative group (n = 41) of professional football players playing in the Dutch Premier League (Eredivisie). Daily EE, as assessed by doubly labelled water, was 13.8 ± 1.5 MJ/day, representing a physical activity level (PAL) of 1.75 ± 0.13. Weighted mean energy intake (EI), as assessed by three face-to-face 24-h recalls, was 11.1 ± 2.9 MJ/day, indicating 18 ± 15% underreporting of EI. Daily EI was higher on match days (13.1 ± 4.1 MJ) compared with training (11.1 ± 3.4 MJ; P < 0.01) and rest days (10.5 ± 3.1 MJ; P < 0.001). Daily carbohydrate intake was significantly higher during match days (5.1 ± 1.7 g/kg body mass (BM)) compared with training (3.9 ± 1.5 g/kg BM; P < 0.001) and rest days (3.7 ± 1.4 g/kg BM; P < 0.001). Weighted mean protein intake was 1.7 ± 0.5 g/kg BM. Daytime distribution of protein intake was skewed, with lowest intakes at breakfast and highest at dinner. In conclusion, daily EE and PAL of professional football players are modest. Daily carbohydrate intake should be increased to maximize performance and recovery. Daily protein intake seems more than adequate, but could be distributed more evenly throughout the day.  相似文献   
104.
Abstract

The influence of the Cardan rotation sequence on the orientation angles for joints is well known but has not been explored for dynamic sports movements. The purpose of this study is to establish the influence of Cardan rotation sequence on the orientation angles of the ankle, knee, and hip of the support leg and pelvis during dynamic sports movements, typified by a maximal instep kick in soccer. We found that: (a) the X (flexion/extension) axis rotations provide data that are robust for any sequence used other than the YXZ sequence, although the Y (abduction/adduction) and Z (internal/external) axes rotations are variable in both shape and offset magnitude; (b) the preferred rotation sequence is either XYZ or XZY for dynamic sports movements, although for the soccer kick the XYZ rotation sequence has been widely used and so this is recommended as a standard; and (c) most uncertainties exist in the Y and Z axes and are most apparent at the beginning of the movement. Where uncertainty exists in identifying Y and Z axes orientations, the integrated angular velocity may be considered as an alternative to determine the relative changes in segment orientation.  相似文献   
105.
In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment × Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.  相似文献   
106.
The Financial Times Stock Exchange (FTSE)-British Olympic Association (BOA) Initiative, a partnership scheme initiated in 2007 between a number of FTSE 100 companies and Olympic National Governing Bodies (NGBs) in the UK, seeks to improve the effectiveness of the Olympic NGBs delivery and subsequent performance through the provision of support in-kind from the corporate partner. The paper uses resource dependency theory to analyse the partnerships within the Initiative, focusing primarily on the operation and benefits of those partnerships from the perspective of the Olympic NGBs. Despite being the less powerful party in the partnership, the NGBs are able to use the partnerships to acquire critical resources. While the benefits received by the companies are softer and more social in nature, nevertheless they demonstrate mutual dependency between the partners. This knowledge provides an incentive for NGBs to engage in co-optation and constraint activities as a way to strengthen the dependency relationships and protect their position.  相似文献   
107.
Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding disability, and reading disabled (RD), poor comprehenders with poor decoding skills, differed in their ability to cope with reading comprehension task demands. Three task variables reflected in the question-answer relations that appear on standardized reading comprehension tests were identified.Passage Independent (PI) question can be answered with reasonable accuracy based on the reader's prior knowledge of the passage content.Inference (INFER) questions required the reader to generate an inference at the local or global test level.Locating (LOCAT) questions require the reader to match the correct answer choice to a detail explicitly stated in the text either verbatim or in paraphrase form. The relations among reader characteristics, cognitive task factors and reading comprehension test scores were analyzed using a structural relations equation with LISREL. It was found that the three reading groups differed with respect to the underlying relationship between their performance on specific question-answer types and their standardized reading comprehension score. For the NA group, a high score on PI was likely to be accompanied by a low score on INFER, whereas in the CD and RD groups, PI and INFER are positively related. The finding of a negative relationship between background knowledge and inference task factors for normally achieving readers suggests that even normal readers may have comprehension difficulties that go undetected on the basis of a standardized scores. This study indicates that current comprehension assessments may not be adequate for assessing specific reading difficulties and that more precise diagnostic tools are needed.  相似文献   
108.
109.
Concerns have been raised about the impact Australia’s national standardised testing, the National Assessment Program-Literacy and Numeracy (NAPLAN), has upon the well-being of students, parents and teachers. To date, research evidence is unclear as to the level and extent of emotional distress experienced by stakeholders during testing. Despite an unclear evidence base, the prevailing view is that NAPLAN has a general negative impact upon stakeholder well-being. In a pilot study that surveyed all stakeholder groups across 11 independent schools in Western Australia, we found evidence of a minimal impact from the testing. We also found evidence for a small positive association between student and parent distress during testing, and a moderate positive association between parent and teacher distress during testing and their estimations regarding how NAPLAN impacts other people. Our results are not consistent with the prevailing view that NAPLAN has a broad negative impact on well-being, and highlights the need for further research to inform debates about the usefulness and impact of NAPLAN testing.  相似文献   
110.
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.  相似文献   
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