Isokinetic Leg Flexion and Extension Strength of Elite Adolescent Female Track and Field Athletes     

Terry J. Housh  William G. Thorland  Gerald D. Tharp  Glen O. Johnson  Craig J. Cisar 《Research quarterly for exercise and sport》2013,84(4):347-350

Abstract

Sixty-two elite adolescent (age: 16.39 ± 1.62 yrs) female track and field athletes volunteered to be measured isokinetically for peak torque of the leg flexors and extensors. The sample included 16 throwers, 11 jumpers, 12 middle-distance runners (> 400 m), and 23 sprinters. A Cybex II isokinetic dynamometer was used to measure dominant leg strength at 180°/sec. One-way ANOVA revealed significant between group differences for absolute flexion and extension (Nm), extension/body weight (Nm/Kg), and extension/lean body weight (Nm/Kg). Scheffe post-hoc comparisons showed that, for absolute leg extension strength, throwers were stronger than middle-distance runners (by 54.4%), sprinters (35.6%), and jumpers (23.6%). For absolute leg flexion movements, throwers were stronger than middle distance runners (37.4%) and sprinters (32.1%). Jumpers had greater extension peak torque values than middle-distance runners relative to body weight (14.0%), and throwers were stronger than middle-distance runners for extension/lean body weight (14.9%)). No other comparisons were significant. However, when strength was expressed relative to body weight or lean body weight, there were few differences between events for flexion or extension. Given that absolute strength scores were correlated with body weight and lean body weight, peak torque/body weight or peak torque/lean body weight may be more sensitive than absolute values as indicators of underlying factors (such as training status or fiber type composition) responsible for the differences in muscular strength between groups.  相似文献   

Modeling Retention at a Large Public University: Can At-Risk Students Be Identified Early Enough to Treat?     

Larry D. Singell  Glen R. Waddell 《Research in higher education》2010,51(6):546-572

We examine the extent to which readily available data at a large public university can be used to a priori identify at-risk students who may benefit from targeted retention efforts. Although it is possible to identify such students, there remains an inevitable tradeoff in any resource allocation between not treating the students who are likely to exit without treatment and treating students who are likely not to exit in the absence of the treatment. At-risk students are found to remain at risk throughout their college career. Moreover, conditional on exiting the institution, the degree to which the student was at risk is predictive of whether the student subsequently re-enrolls elsewhere and the type of institution at which this re-enrollment occurs. In this context, we discuss how retention policies relate to insuring the initial match is appropriate, recognizing that some attrition can be in keeping with the broad social interest.  相似文献   

Using Multimedia to Introduce Young People to Public Art in Glasgow     

Glen Coutts 《The International Journal of Art & Design Education》2000,19(3):262-271

This paper is based on a presentation at the NSEAD/AAIAD Millennium Conference in Bristol, April 2000 and takes as its focus a recent multimedia publication, a CD-ROM, commissioned by Glasgow 1999, entitled ‘Scanning the City’. The commission was to find effective ways that students in schools could interrogate the diverse urban fabric of Glasgow. The electronic revolution has shifted the paradigms of teaching and learning by creating the opportunity to engage interactively with visual and textual data in ways that permit investigation of the built environments at a number of levels of intensity. The paper explains the background to the CD-ROM, describes the design, content and theoretical underpinning of ‘Scanning the City’ and discusses ways it might be used in a variety of educational contexts. It concludes by looking forward to the next stages of the research including a study of how young people and teachers are using the CD-ROM and other related multimedia publications.  相似文献   

Retention of prose material as a function of rate of presentation and difficulty of material     

Robert Glen George 《Educational technology research and development : ETR & D》1970,18(3):291-299

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Best and worst dressed web courses: Strutting into the 21st century in comfort and style     

Roger Boshier  Mamolete Mohapi  Glen Moulton  Adnan Qayyum  Leslie Sadownik  Mary Wilson 《Distance Education》1997,18(2):327-349

Web courses are constructed as the answer to fiscal crises evoked by neo‐liberal restructuring. They are also touted as an anarchist exemplar of ‘de‐schooling’ as envisaged by Ivan IIlich. The trouble is, some courses are vastly under‐dressed and merely attempt to display a face‐to‐face course on‐line. At the other extreme are those laced with links, animation and more than enough glitter and glam to make Liberace wince. In this study the authors employed a 43‐item coding schedule to examine the accessibility, opportunities for interaction and attractiveness of 127 courses on the web. Interrelationships between the 43 variables and issues pertaining to accessibility, interaction and attractiveness were identified with the aid of SPSS. Exemplary web courses were then distinguished from mediocre web courses. In our view, Madonna exemplifies qualities that should be incorporated into web courses. After examining 127 sites the Madonna award for the ‘best‐dressed’ site went to a University of Wisconsin History course. The ‘worst‐dressed’ award went to a Social Foundations of Education course at a USA State University which exuded glitter but lacked substance. Reasons for these decisions are elaborated. (The word, course, used here, describes what some systems call a unit of study.)  相似文献   

Expectancy and halo effects as a result of artificially induced teacher bias     

Glen Foster  James Ysseldyke 《Contemporary educational psychology》1976,1(1):37-45

This investigation examined the effects of deviancy labels on teachers' expectations of child behavior and their ability to evaluate child behavior objectively. One hundred elementary school teachers were randomly assigned to one of four label groups. Each group dealt with one label (emotionally disturbed, learning disabled, mentally retarded, normal), and each group participated in two separate treatment phases. During Phase I teachers identified behaviors they expected to be displayed by hypothetical children characteristic of the label condition. They were asked to complete a referral form for either a hypothetical normal, mentally retarded, learning disabled, or emotionally disturbed child. During Phase II, each group saw the same videotape of a normal fourth grade boy and completed a second referral form based on the behaviors displayed during this presentation. Experimental procedures were identical for the four groups, except each group was told the child was a member of a different category.Results indicated that teachers hold negative expectancies toward children categorized with a deviancy label and maintain expectancies even when confronted with normal behavior, behavior inconsistent with the stated label. Maintenance of this bias is sufficient to cause teachers to misinterpret actual child behavior, resulting in a halo effect. Results further indicated that the label of educable mentally retarded generated a greater degree of negative bias than did the labels learning disabled or emotionally disturbed, although all three deviancy labels produced negative expectancies and halo effects significantly different from those found under control conditions.  相似文献   

Refusing to settle for pigeons and parks: urban environmental education in the age of neoliberalism     

Michael W. Derby  Laura Piersol  Sean Blenkinsop 《Environmental Education Research》2015,21(3):378-389

The institutionalization of neoliberal reforms that began to take hold in the 1970s were by and large ‘common-sense governance’ by the 1990s. While the growing predominance of neoliberal discourse and marginalization of alternatives in environmental education is disconcerting on the level of policy, this paper explores an equally troubling phenomenon: the deepening of a neoliberal logic, such that it pervades the way we understand and relate with the world. Specifically, this paper draws upon an experience at a recent environmental education conference whereby participants were invited to explore three place-based inquiries inspired by Aldo Leopold in an urban environment: what is happening here? what has happened here? and what should happen here? Although the intention of the workshop was to explore some of the challenges involved in implementing a critical pedagogy of place, many of the participants seemed unwilling to criticize the way in which an urban downtown core suppresses the more-than-human aspects of place. We contend that environmental education is a key arena for debating the limits of neoliberalism and explore how these well-intentioned, but ultimately uncritical responses, run the risk of being appropriated by the ecologically destructive logic-informing neoliberal natures.  相似文献   

Synthesizing soft systems methodology and human performance technology     

Glen Scott  Donald J. Winiecki 《Performance Improvement Quarterly》2012,25(3):81-105

Human performance technology (HPT), like other concepts, models, and frameworks that we use to describe the world in which we live and the way we organize ourselves to accomplish valuable activities, is built from paradigms that were fresh and relevant at the time it was conceived and from the fields of study from which it grew. However, when the frameworks used by practitioners grow out of similar paradigms, important things can be missed when designing solutions in performance environments simply because of their practical limitations and exclusion of issues that may warrant our attention. This article looks at the paradigms most commonly used to explain performance environments, both within HPT and by those from other fields. From this a synthesized approach to solving perceived problems in performance environments is provided that introduces Soft Systems Methodology to the HPT practitioner, an approach built on premises very different from those commonly utilized in HPT frameworks.  相似文献