The dynamic control ratio at the equilibrium point (DCRe): introducing relative and absolute reliability scores     

Tobias Alt  Axel J. Knicker  Heiko K. Strüder 《Journal of sports sciences》2017,35(7):688-693

Analytical methods to assess thigh muscle balance need to provide reliable data to allow meaningful interpretation. However, reproducibility of the dynamic control ratio at the equilibrium point has not been evaluated yet. Therefore, the aim of this study was to compare relative and absolute reliability indices of its angle and moment values with conventional and functional hamstring–quadriceps ratios. Furthermore, effects of familiarisation and angular velocity on reproducibility were analysed. A number of 33 male volunteers participated in 3 identical test sessions. Peak moments (PMs) were determined unilaterally during maximum concentric and eccentric knee flexion (prone) and extension (supine position) at 0.53, 1.57 and 2.62 rad · s^–1. A repeated measure, ANOVA, confirmed systematic bias. Intra-class correlation coefficients and standard errors of measurement indicated relative and absolute reliability. Correlation coefficients were averaged over respective factors and tested for significant differences. All balance scores showed comparable low-to-moderate relative (<0.8–0.9) and good absolute reliability (<10%). Relative reproducibility of dynamic control equilibrium parameters augmented with increasing angular velocity, but not with familiarisation. At 2.62 rad · s^–1, high (moment: 0.906) to moderate (angle: 0.833) relative reliability scores with accordingly high absolute indices (4.9% and 6.4%) became apparent. Thus, the dynamic control equilibrium is an equivalent method for the reliable assessment of thigh muscle balance.  相似文献   

Excellence and Frontier Research as Travelling Concepts in Science Policymaking     

Tim Flink  Tobias Peter 《Minerva》2018,56(4):431-452

Excellence and frontier research have made inroads into European research policymaking and structure political agendas, funding programs and evaluation practices. The two concepts travelled a long way from the United States and have derived from contexts outside of science (and policy). Following their conceptual journey, we ask how excellence and frontier research have percolated into European science and higher education policies and how they have turned into lubricants of competition that buttress an ongoing reform process in Europe.  相似文献   

Killing the old myths: Positioning an instructional technology center for a new era in higher education     

Marie A. Wunsch 《TechTrends》1992,37(6):17-21

Summary In conclusion, consider that the best directors, the most successful ones, the most powerful ones, do not direct; they orchestrate and conduct. The most common gestures in conducting are circular. A symphony conductor works on a piece of music written by someone else, but the richness comes from the interpretation. Knowing the music is not enough. A conductor must exact the best performance from each player and each instrument. In a symphony, there is no center, no autonomy, no competing forces, only a seamless whole. How can you conduct your work to make your media center one player in the larger orchestra of your institution? How can you harmonize your role within the mission and needs of the university with the support of your clients and supervisors, create beautiful sounds together, get a solo once in a while, and hear a lot of applause? This article is adapted from a keynote address at the Fall conference of the Consortium of College and University Media Centers, Honolulu, HI, October 1991.  相似文献   

Measuring learning for citizenship     

Robert Tobias 《International Journal of Lifelong Education》2013,32(5):445-456

Over the past two hundred years or so, there has been a remarkable growth in the professionalization of occupations. This article identifies a range of social theories that may be used as maps and compasses to gain a deeper understanding of the processes of professionalization and the roles of professional education and particularly continuing professional education (CPE) in these processes. Underlying the article is the notion that educators working in this field are poorly served by the lack of adequate social theory. The article discusses limitations inherent in technicist and instrumentalist theories and various forms of liberal functionalist theory of professionalization and CPE. It then goes on to suggest the beginnings of an alternative critical social theory that may inform our thinking about professionalization and CPE. It suggests that sites of continuing professional learning and education may usefully be conceptualized as sites of struggle, and identifies a number of areas of tension and contradiction that, it is argued, must inform debates about the aims, purposes and structure of CPE, about who should gain access to what forms of knowledge, and about which forms of knowledge should be seen as most valuable. It suggests that these questions are primarily political and cannot be resolved in instrumental and technical terms alone. The contradictions and tensions identified give rise to ethical issues, issues of competence, excellence and mediocrity, issues surrounding the role of the state, professional self-regulation and monopolization, the links that may or may not be developed with wider political and industrial struggles of working people, issues concerned with occupational imperialism vs. the legitimation of occupations, professionalization and bureaucratization, and issues concerning professionalization and globalization. The hope is that this article will provoke further theorizing. In particular, I hope that it will stimulate critical research, which will look historically at the professionalization of a range of occupations and the role of CPE in this process.  相似文献   

Adapting instruction to individual difference among students     

Sigmund Tobias 《教育心理学家》2013,48(2):111-120

This article discusses some of the problems in research on aptitude treatment interactions (ATIs). Among these are the inconsistency and lack of generality in many ATI findings, especially in classroom based ATI investigations. It is suggested that such investigations may well be of limited generality due to the nature of the phenomena. Careful classification of aptitude and treatment variables between individual differences in prior achievement and instructional method avoids some of the problems of other approaches, including examining interactions between cognitive processes and instructional method. Suggestions for further ATI research are made.  相似文献   

Prospective elementary teachers’ development of fraction language for defining the whole     

Jennifer M. Tobias 《Journal of Mathematics Teacher Education》2013,16(2):85-103

This article examines the ways in which prospective elementary teachers’ develop an understanding of language use for defining the whole throughout a 9-day rational number unit. Student work samples and classroom conversations are used to illustrate their difficulties and growth with defining the whole and corresponding language use for describing fractional amounts. The results indicate that three mathematical ideas became taken-as-shared by the class. The first was that fractions depend on a group or whole. The second included defining an of what. The third was developing language in terms of what the denominator represents. Difficulties prospective teachers had conceptualizing language included distinguishing among the phrases of a, of one, of the, and of each. Implications for mathematics education courses and future research studies are also discussed.  相似文献   

The gross anatomy course: An analysis of its importance     

Anja Böckers  Lucia Jerg‐Bretzke  Christoph Lamp  Anke Brinkmann  Harald C. Traue  Tobias M. Böckers 《Anatomical sciences education》2010,3(1):3-11

The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists.  相似文献   

Sportarten als soziale Systeme     

Bernd Schulze  Tobias Werron 《Sportwissenschaft》2007,37(2):216-220

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Effect of attitudes to programed instruction and other media on achievement from programed materials     

Sigmund Tobias 《Educational technology research and development : ETR & D》1969,17(3):299-306

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Phonological recoding,orthographic decoding,and comprehension skills during reading acquisition     

Julia Knoepke M.A.  Prof. Dr. Tobias Richter  Dr. Maj-Britt Isberner  Prof. Dr. Johannes Naumann PhD  Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471

To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels.  相似文献