On the nature of the difference between skilled and less-skilled comprehenders     

Jane Oakhill  Nicola Yuill  Alan Parkin 《Journal of Research in Reading》1986,9(2):80-91

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Do women with smaller breasts perform better in long-distance running?     

Nicola Brown  Joanna Scurr 《European Journal of Sport Science》2016,16(8):965-971

Literature has established that a range of physiological, biomechanical, and training variables influence marathon performance. The influence of anthropometric characteristics has also received attention. However, despite major marathons exceeding 40,000 participants and approximately a third of these runners being female, no data exist on the influence of the breast on running performance. This cross-sectional study aimed to explore the impact of breast mass on marathon finish time. One hundred and sixty-eight of 321 female marathon runners contacted completed an on-line survey focusing on marathon performance during the 2012 London marathon. Participants were categorised as smaller (<500?g, 54%) or larger breasted (>500?g, 46%). Regression analysis identified that 24% of marathon performance variance could be explained by body mass index (BMI), but breast mass improved the model to explain 28% of performance variation. The model determined that for women with 32/34 or 36/38 underband each increase in cup size equates to a performance decrement of 4.6?min or 8.6 min, equivalent to 34.4?min difference between a woman with 36A compared to 36DD breast size. Larger breasted runners had greater BMIs, completed less marathons and had slower marathon finish times (316?±?48?min) compared to smaller breasted runners (281?±?51?min). Twenty-five per cent less larger breasted women finished in the fastest quartile. These results suggest that differences in breast mass are an important factor for female athletes and should be considered in future research in this area.  相似文献   

Primary physical education: a complex learning journey for children and teachers     

Mike Jess  Jeanne Keay  Nicola Carse 《Sport, Education and Society》2016,21(7):1018-1035

Primary physical education (PPE) is increasingly being recognised for the role it can potentially play in setting a foundation for lifelong engagement in physical activity. However, the majority of the literature continues to focus on the negative features of the subject within the primary context. Whilst acknowledging the existence of these barriers, this paper sets out to take a proactive approach by presenting a conceptual framework for PPE that seeks to support a renewed and positive vision for the future. Based on ideas from complexity thinking, the framework represents a move beyond the more positivist and linear approaches that have long been reported to dominate practices in PPE and recognises learners as active agents engaged in a learning process that is collaborative, non-linear and uncertain. While acknowledging the contested nature of the complexity field, the paper explores how key principles, including self-organisation, emergence, similarity, diversity, connectedness, nestedness, ambiguous bounding, recursive elaboration and edge of chaos, offer a lens that views PPE as a complex system. With the children's learning positioned as the focus of PPE in the educational setting, the paper discusses how complexity principles interweave with the ecological components to help us better understand and more creatively engage with the complex nature of PPE developments. Specifically, these components are identified as PPE learning experiences and their associated pedagogy, teachers and their PPE professional learning and key environmental factors that include the physical environment and key stakeholders who influence developments across the different levels of the education system. The paper concludes by suggesting that this complexity-informed PPE framework represents an open invitation for the all those involved in PPE to engage in a collective process of exploration and negotiation to positively influence developments in PPE.  相似文献   

Cracking induction in health libraries: is there a right way?          下载免费PDF全文

Nicola Forgham‐Healey 《Health information and libraries journal》2017,34(2):177-181

In most instances, inductions are the first time that users will be introduced to health library services. The time available in which to deliver library orientation sessions within a broader, Trust induction programme is often limited, and this can present challenges for health librarians. Inductions are a great marketing tool, and it is important that induction sessions make the right impact. Within a brief window of opportunity, the health librarian must impart key information to the inductees whilst ensuring the session is relevant and memorable. In this article, guest writer Nicola Healey, Library Manager of North Somerset Healthcare Library, discusses the range of approaches she and her colleagues have explored in delivering library inductions, explaining what worked, what did not and what areas still remain for development. H. S.  相似文献   

Accessing participatory research impact and legacy: developing the evidence base for participatory approaches in health research     

Tina Cook  Jonathan Boote  Nicola Buckley  Sofia Vougioukalou  Michael Wright 《Educational Action Research》2017,25(4):473-488

Action research has been characterised as systematic enquiry into practice, undertaken by those involved, with the aim changing and improving that practice: an approach designed to have impact. Whilst much has been written about the process and practice of ‘researching’, historically ‘impact’ has been somewhat taken for granted. In recent years, however, the impact of all forms of research has become the focus of interest with many funding bodies now demanding that researchers not only articulate the prospective impact of their work, but what kinds of evidence will be proffered to demonstrate that impact. This has raised questions for action researchers, not about whether their work has an impact, but what form that impact takes, how it is recognised and by whom. This paper focuses on difficulties researchers find in both articulating the impact of participatory research and demonstrating links between such forms of research and impact. We draw on discussions about the notion of impact with authors that have self-reported and published their work as participatory. These discussions revealed that not only were there difficulties in clarifying the participatory dimension of their research but that whilst authors were able to discuss particular impacts of their work, articulating and evidencing that impact was often absent from their published papers. This paper offers insights into some of issues and barriers those who undertake participatory research face in explicating, for the external audience (and indeed sometimes for ourselves), the impact of this action-based form of enquiry.  相似文献   

Young children's attitudes to computers and computing     

Nicola Yelland 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(2):149-151

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Prenatal prediction of child abuse and neglect: A prospective study     

Solbritt Murphy  Bonnie Orkow  Ray M. Nicola 《Child abuse & neglect》1985,9(2):225-235

Five hundred eighty-seven women in a combined Maternity-Infant, Children and Youth project were interviewed at between 3 and 6 months of gestation by a skilled masters degree social worker (M.S.W.) using a Family Stress Checklist developed at the University of Colorado Health Sciences Center. Only 7% of the women were scored as “high risk” for serious parenting problems. Neither single status nor teenage status increased the risk significantly. A review of charts of 100 of the children whose mothers had been considered “at risk” was conducted 2 to 2.5 years later, and compared with 100 charts on children whose mothers had been considered at “no risk,” giving the following results: Twenty-five children had experienced failure to thrive, neglect or abuse. Twenty of these were from the original high risk mothers, giving an incidence of neglect/abuse in that group of 52%. The no risk control group of 100 mothers showed a 2% incidence of abuse/neglect; a low risk group showed a 4% incidence of abuse/neglect; and a mid-score group had an abuse/neglect rate of 5%. The scale proved a remarkably accurate predictor, with a sensitivity (percent correct negatives) of 89%. The authors suggest use of such scales prenatally or even before conception as a step toward the development of true preventive measures.  相似文献   

The massification of higher education in the UK: Aspects of service quality     

Mihalis Giannakis  Nicola Bullivant 《Journal of Further & Higher Education》2016,40(5):630-648

This article explores several aspects of service quality for the provision of higher education. Alongside the trend of the massification of higher education over the past two decades, higher education institutions are required to review quality across a range of outputs, besides teaching and learning. The study was undertaken within the undergraduate placement programme of a UK higher education institution and investigated aspects of service quality through students’ surveys conducted over a five-year period and staff questionnaires and interviews. The findings of the study point out that, amongst other factors, the increase in student numbers implies a deterioration of higher education service quality. Based on the findings, several areas that can potentially improve the quality of higher education services in modern universities are identified.  相似文献   

Output-orientated Data Envelopment Analysis for measuring recycling efficiency: an application at Italian regional level     

Alessandro Crociata  Nicola Mattoscio 《Environmental Education Research》2016,22(4):551-570

Pro-environmental behaviours associated with reducing, reusing and recycling have become increasingly matters of public policy concern. However, the existing literature on waste management rarely considers the cultural factors associated with predictors and enablers of recycling behaviours, nor has it deeply explored the relation between cultural access and such behaviours. Mindful of the relationship between cultural participation and learning, the main objective of this paper is to examine which Italian regions are ranked among the most ‘efficient’ in recycling, taking into account the variable of cultural participation. Using a Data Envelopment Analysis method applied to Italian regions for the period 2002–2007, we provide a measure of ‘efficiency’ that considers cultural consumptions (as input) and recycling (as output). Public data are drawn from two sources: the Italian Institute of Statistics database, ‘Cultura in cifre’, and the survey ‘Noi Italia – Environment section’. The results from the empirical analysis rank efficient and non-efficient regions in terms of connection between pro-environmental behaviour and cultural participation. The results also indicate a benchmark for ‘inefficient’ regions. The findings add to the discussion of cultural considerations for designing and implementing preventative pro-environmental strategies, that seek to reduce environmental costs and public environmental expenditure by factoring in – rather than out – the importance, role and impact of cultural access and participation.  相似文献   

An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry     

Nicola Walshe 《Environmental Education Research》2017,23(8):1130-1149

Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ drawings of sustainable cities alongside questionnaires and semi-structured interviews to explore their understanding of sustainable development within a constructivist, case study framework. The study found that the use of poetry within a geography lesson developed students’ appreciation of the social and economic dimensions of sustainability, although their focus persisted around the environmental. As such, it is argued that an interdisciplinary approach to ESD encourages students to engage more critically and affectively with the concept of sustainable development, thereby developing a more holistic appreciation of it.  相似文献