A physiological and biomechanical comparison of over-ground,treadmill and ergometer wheelchair propulsion     

Barry Mason  John Lenton  Christof Leicht  Victoria Goosey-Tolfrey 《Journal of sports sciences》2013,31(1):78-91

Abstract

The purpose of the study was to determine which laboratory-based modality provides the most valid physiological and biomechanical representation of over-ground sports wheelchair propulsion. Fifteen able-bodied participants with previous experience of wheelchair propulsion performed a 3-minute exercise trial at three speeds (4, 6 and 8 km ? h^–1) in three testing modalities over separate sessions: (i) over-ground propulsion on a wooden sprung surface; (ii) wheelchair ergometer propulsion; (iii) treadmill propulsion at four different gradients (0%, 0.7%, 1.0% and 1,3%). A 0.7% treadmill gradient was shown to best reflect the oxygen uptake (7.3 to 9.1% coefficient of variation (CV)) and heart rate responses (4.9 to 6.4% CV) of over-ground propulsion at 4 and 6 km ? h^–1. A 1.0% treadmill gradient provided a more valid representation of oxygen uptake during over-ground propulsion at 8 km ? h^–1 (8.6% CV). Physiological demand was significantly underestimated in the 0% gradient and overestimated in the 1.3% gradient and wheelchair ergometer trials compared to over-ground trials (P<0.05). No laboratory-based modality provided a valid representation of the forces applied during OG (≥ 18.4% CV). To conclude, a 0.7% treadmill gradient is recommended to replicate over-ground wheelchair propulsion at lower speeds (4 and 6 km ? h^–1) whereas a 1.0% gradient may be more suitable at 8 km ? h^–1.  相似文献   

Schooling and Disadvantage in Sri Lankan and other Rural Situations     

Victoria J. Baker 《比较教育学》1988,24(3):377-388

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Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

Influences of Witnessed Affect on Information Processing in Children     

Daphne Blunt Bugental  Jay Blue  Victoria Cortez  Karen Fleck  Alina Rodriguez 《Child development》1992,63(4):774-786

Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages.  相似文献   

Megabits     

Karen E. Watkins  Victoria Marsick  Young Saing Kim 《TechTrends》2002,46(4):61-61

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Pre-service teachers’ perceptions of social media data privacy policies     

Victoria I. Marín  Jeffrey P. Carpenter  Gemma Tur 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):519-535

Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed-methods approach derived from survey data from an international sample of 148 pre-service teachers who were studying education courses at three universities. Data suggest that pre-service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.  相似文献   

There is a skeleton in every closet     

Mary Lee Enfield Ph.D.  Victoria E. Greene 《Annals of dyslexia》1981,31(1):189-198

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Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?     

Beverly Plester  Clare Wood  Victoria Bell 《Literacy》2008,42(3):137-144

This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.  相似文献   

A framework for evidencing assessment validity in large-scale,high-stakes international examinations     

Stuart Shaw  Victoria Crisp  Nat Johnson 《Assessment in Education: Principles, Policy & Practice》2012,19(2):159-176

It is important for educational assessment bodies to demonstrate how they are seeking to meet the demands of validity. The approach to validity taken here assumes a ‘consequentialist’ view where the appropriacy of the inferences made on the basis of assessment results is seen as central. This paper describes the development of a systematic approach to the collection of evidence that can support claims about validity for general qualifications. An operational framework was developed drawing on Kane (2006 Kane, M.T. 2006. “Validation”. In Educational measurement, 4th ed., Edited by: Brennan, R.L. 17–64. Westport, CT: Praeger.  [Google Scholar]). The framework involves a list of inferences to be justified as indicated by a number of linked validation questions. For each question various data would be gathered to provide ‘evidence for validity’ and to identify any ‘threats to validity’. The structure is designed to be accessible for operational users. This paper describes the development of the proposed framework and the types of methods to be used to gather relevant evidence.  相似文献