Quantitative understanding of the fly casting stroke through measurements and robotic casting   总被引：1，自引：1，他引：0  

D. Anderson  N. C. Perkins  B. Richards 《Sports Engineering》2006,9(2):97-106

A stumbling point for many learning to fly fish is being able to fly cast well enough to ‘present’ a fly to a feeding fish. Even among more skilled fly fishers, learning to fly cast better is often a bottleneck towards advancement in the sport. Fly casting instruction today relies on the visual inspection of the fly casting stroke and the resulting ‘loop’ of fly line. These qualitative visual cues help fly casting instructors spot the strengths and weakness in a student’s casting stroke. We introduce two novel technologies for fly casting instruction that result in aquantitative understanding of the fly casting stroke. In particular, we describe a novel robot that is able to replicate standard overhead casts. This achievement is made possible by measuring the casting stroke using a small (MEMS) rate gyro to record the angular velocity of the fly rod in the casting plane. The robot is then programmed to replicate this angular velocity history. Potential uses of this robot include an objective means to assess fly rod, fly line and leader designs, as well as new methods for fly casting instruction.  相似文献   

Collections heritage commitee     

John Perkins 《Archives and Museum Informatics》1995,9(1):54-58

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Reasoning as imagination     

David N. Perkins 《Interchange》1985,16(1):14-26

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Educational Journals: Should They Be More Practical?     

Richard W. Perkins 《Clearing house (Menasha, Wis.)》2013,86(4)

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Winter's Last Fling     

Mekkin S. Perkins 《The Educational forum》2013,77(3)

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Making On-line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions     

Wendy K. Adams  Hisham Alhadlaq  Christopher V. Malley  Katherine K. Perkins  Jonathan Olson  Fahad Alshaya  Saleh Alabdulkareem  Carl E. Wieman 《Journal of Science Education and Technology》2012,21(1):1-10

The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.  相似文献   

On Grandmother Neurons and Grandfather Clocks     

David Perkins 《Mind, Brain, and Education》2009,3(3):170-175

What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship between neuroscience and educational practice? It is argued here that to speak to the classroom neuroscience has to shout across two gaps. The first and most familiar are different levels of explanation. The second concerns the epistemological contrast between explanation theories and action theories, roughly the contrast between basic science on the one hand and engineering science and craft on the other. Just as we do not expect Newton's laws in their fundamental generality to deliver specific designs for pocket watches and grandfather clocks, neither should we expect fundamental neuroscience to radically redesign particular practices of teaching and learning grounded in educational research and experience.  相似文献   

Book Review: ICT for Education,Development &; Social Justice     

Ross A. Perkins 《TechTrends》2010,54(1):15-17

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Exercise during the childbearing year     

Hammer RL  Perkins J  Parr R 《The Journal of perinatal education》2000,9(1):1-14

Many women wish to continue to pursue an active lifestyle during pregnancy, while the pregnancy itself may provide the motivation for other more sedentary women to begin an exercise program for the sake of improved health/fitness. Also, female competitive athletes, upon becoming pregnant, may wish to continue sports performance and require careful monitoring to assure maternal-fetal safety. This review is designed to assist the perinatal educator who is in the position to advise the pregnant patient on the risks and benefits of physical activity during the childbearing year and provide suggestions for developing individualized exercise programs.  相似文献   

Risk behaviors and resiliency within physically abused adolescents     

Perkins DF  Jones KR 《Child abuse & neglect》2004,28(5):547-563

OBJECTIVE: This study examines the relationship between physical abuse and several risk behaviors, and thriving behaviors, and the relationship between potential protective factors and engagement in risk and thriving behaviors among victims of physical abuse. Three categories of potential protective factors were examined: (1) individual characteristics, (2) family processes, and (3) extra-familial factors. We expected that high levels of protective factors would reduce engagement in risk behaviors (i.e., alcohol use, tobacco use, drug use, sexual activity, antisocial behavior, attempted suicide, and purging) among abused adolescents. RESULTS: Across all the risk behaviors, abused adolescents reported a higher frequency of engagement than non-abused adolescents. Several protective factors were identified for the seven risk behaviors. Peer group characteristics was a significant predictor in all seven of the logistic regressions, followed by positive school climate (six models), religiosity (five models), other adult support (five models), family support (four models), view of the future (two models), and involvement in extra-curricular activities (two models). The variance accounted for by the models ranged from 2% (risk behavior of purging) to 26% (risk behavior of alcohol use and antisocial behavior). CONCLUSIONS: The findings indicate that, with the exception of sexual activity, the majority of abused adolescents were not engaging in risk behaviors; however, significantly more abused adolescents were engaging in risk behaviors than their non-abused counterparts. In addition, that protective factors were found to exist at various levels of the adolescents' ecology has strong implications for practice.  相似文献