Effect of Overload Warm-up on the Velocity and Accuracy of Throwing     

W. D. Van Huss  L. Albrecht  R. Nelson  R. Hagerman 《Research quarterly for exercise and sport》2013,84(3):472-475

Abstract

Kindergarten boys (N = 12) played in three pieces of nonmoving equipment: wooden pilings, horizontal bars, and a geodesic dome. Movement was measured by use of the spatial dimensions of range, direction, and level and by bases of support as the body factor to determine which piece produced the greatest variety in each dimension and in bases of support. Photographic slides of the 12 subjects, in groups of four, were taken simultaneously by four Nikon motorized F-36 cameras at 5-sec intervals while they moved on the equipment. A flatbed coordinate digitizer plotted the movements of the body parts from raw images into an accurate two-dimensional Cartesian coordinate system. Computer programs transformed data into a three-dimensional system from which measurements were taken. Data was analyzed by using a three-factor repeated measure ANOVA, binomial proportions tests, Scheffes' tests, Kendall correlation, Wilcoxin T, and chi square. Results were significant at the .05 level and above. The bars elicited the greatest amount of range of movement. The pilings stimulated the most right, left, up, and down directional moves. The dome promoted more movement at a high level. Bases of support utilized were independent of the pieces of equipment used. This study provided evidence that a framework for analyzing movement utilizing Laban's spatial dimensions and the body factor of bases of support is appropriate. It also provided a photographic technique and computer programs to analyze movement in three dimensions.  相似文献   

Prayer to an Unknown God     

Gordon Nelson 《The Educational forum》2013,77(1)

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A Review of "God Beyond Borders: Interreligious Learning Among Faith Communities."     

Jeffrey Nelson 《Religious education (Chicago, Ill.)》2017,112(1):87-88

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An ERP study of emotional face processing in the adult and infant brain     

Leppänen JM  Moulson MC  Vogel-Farley VK  Nelson CA 《Child development》2007,78(1):232-245

To examine the ontogeny of emotional face processing, event-related potentials (ERPs) were recorded from adults and 7-month-old infants while viewing pictures of fearful, happy, and neutral faces. Face-sensitive ERPs at occipital-temporal scalp regions differentiated between fearful and neutral/happy faces in both adults (N170 was larger for fear) and infants (P400 was larger for fear). Behavioral measures showed no overt attentional bias toward fearful faces in adults, but in infants, the duration of the first fixation was longer for fearful than happy faces. Together, these results suggest that the neural systems underlying the differential processing of fearful and happy/neutral faces are functional early in life, and that affective factors may play an important role in modulating infants' face processing.  相似文献   

Toward Integration: From Quantitative Biology to Mathbio-Biomath?     

Pat Marsteller  Lisette de Pillis  Ann Findley  Karl Joplin  John Pelesko  Karen Nelson  Katerina Thompson  David Usher  Joseph Watkins 《CBE life sciences education》2010,9(3):165-171

In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings.  相似文献   

Aversive parenting in China: associations with child physical and relational aggression     

Nelson DA  Hart CH  Yang C  Olsen JA  Jin S 《Child development》2006,77(3):554-572

This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context.  相似文献   

The adjustment of national education systems to a knowledge‐based economy: a new approach     

Moira Nelson 《比较教育学》2010,46(4):463-486

In his article ‘Globalisation, the Learning Society, and Comparative Education’, Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of employment. This article contributes to this line of inquiry by analysing how education policies facilitate adjustment to economic change and examining how advanced industrialised countries (AICs) compare in their promotion. Principal component analysis is used to construct indices for education systems that reflect these two objectives, and the results reveal considerable cross‐national variation. The Nordic countries appear well‐positioned to cope with changed skill needs. A closer look at the cases of Denmark and Italy portrays how a national education system can facilitate or hinder adaptation, respectively.  相似文献   

On railway accidents from 1840 to 1852 inclusive     

F.G.P. Nelson 《Journal of The Franklin Institute》1838,26(1):7-8

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The controversy over the more effective schools: A special supplement     

Nelson Aidrich 《The Urban Review》1968,2(6):15-16

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Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary          下载免费PDF全文

Matthew K. Burns  Christopher Walick  Gregory R. Simonson  Lauren Dominguez  Laura Harelstad  Aleksis Kincaid  Gena S. Nelson 《Learning disabilities research & practice》2015,30(2):52-60

The study examined the use of a conceptual and procedural framework for identifying math deficits and delivering appropriate interventions. Participants were two first‐grade students and one third‐grade student, who were identified as struggling with the grade‐appropriate content in math. The first‐grade students focused on addition and the third‐grade student focused on multiplication. Each student's conceptual understanding was assessed, and students who lacked conceptual understanding received an intervention that addressed underlying concepts. Students with acceptable understanding of the underlying concepts received an intervention that focused on the procedure. The study used a single‐case, multiple‐baseline design, but the contra‐indicated intervention was administered for the first 2 weeks following baseline, with the prescribed intervention for the final 2 weeks. Each student showed more growth during the prescribed intervention phase when compared to the contra‐indicated phase.  相似文献