Football experts versus sports economists: Whose forecasts are better?     

Bernd Frick  Pamela Wicker 《European Journal of Sport Science》2016,16(5):603-608

Given the uncertainty of outcome in sport, predicting the outcome of sporting contests is a major topic in sport sciences. This study examines the accuracy of expert predictions in the German Bundesliga and compares their predictions to those of sports economists. Prior to the start of each season, a set of distinguished experts (head coaches and players) express their subjective evaluations of the teams in school grades. While experts may be driven by irrational sentiments and may therefore systematically over- or underestimate specific teams, sports economists use observable characteristics to predict season outcomes. The latter typically use team wage bills given the positive pay–performance relationship as well as other factors (average team age, tenure, appearances on national team, and attendance). Using data from 15 consecutive Bundesliga seasons, the predictive accuracy of expert evaluations and sports economists is analysed. The results of separate estimations show that relative grade and relative wage bill significantly affect relative points, while age, tenure, appearances, and attendance are insignificant. In a joint model, relative grade and relative wage bill are still statistically significant, suggesting that the two types of predictions are complements rather than substitutes. Consequently, football experts and sports economists seem to rely on completely different sources of information when making their predictions.  相似文献   

CAD-VR geometry and meta data synchronization for design review applications   总被引：1，自引：0，他引：1  

SCHILLING Arne KIM Seokryul WEISSMANN Daniel TANG Ziying CHOI Sangsu 《浙江大学学报(A卷英文版)》2006,7(9):1482-1491

INTRODUCTION The first phases of the product life cycle are almost completely digitalized nowadays. Single parts or complete product models are modeled with 3D CAD solutions. Assembling single parts to digital mockups (DMUs) is important for checking the de- pendencies between the parts and detecting conflicts. Due to their complexity, such data is managed in specialized Product Data Management (PDM) sys- tems. They gained an increasing importance in many industries during the last d…  相似文献   

Interdisciplinary primary school curriculum units for sustainable development     

Eli  Munkebye  Eldri Scheie  Anja Gabrielsen  Arne Jordet  Stig Misund 《Environmental Education Research》2020,26(6):795-811

Abstract

Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13?years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.  相似文献   

Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple,But Complex          下载免费PDF全文

Arne Lervåg  Charles Hulme  Monica Melby‐Lervåg 《Child development》2018,89(5):1821-1838

Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.  相似文献   

Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses     

Claudine Bowyer-Crane  Silke Fricke  Blanca Schaefer  Arne Lervåg  Charles Hulme 《Reading and writing》2017,30(4):771-790

Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.  相似文献   

Non-abused preschool children's perception of an anogenital examination     

Gulla K  Fenheim GE  Myhre AK  Lydersen S 《Child abuse & neglect》2007,31(8):885-894

OBJECTIVE: An anogenital examination is usually part of the standard medical assessment in children evaluated for suspected sexual abuse, and the emotional impact on the child has been studied. The primary aim of this study was to assess non-abused preschool children's responses to an anogenital examination. METHOD: One hundred and fifty-eight children (119 girls), aged 5-6 years old, were recruited by self-selection from a town community in Norway. After a full medical "top-to-toe" examination, including an anogenital examination with use of a colposcope, the children were asked for their reactions to different parts of the examination. The instrument used was a Faces Rating Scale with five faces, ranging from smiling to crying. Parents and nurses also completed questionnaires regarding their perceptions of the children's reactions. RESULTS: The results from the self-report scales showed that only 7.7% of the children rated the anogenital examination as somewhat negative, but the children rated the anogenital part of the examination as significantly more distressing than the examination of their ears and mouth. Microbiological swabbing from the anogenital area was most frequently mentioned as something the children disliked. Complementary data from the parents supported the children's responses regarding the anogenital part, but also emphasized the importance of good preparation and a "child-friendly" atmosphere when performing the examination. CONCLUSIONS: Most preschool children, who have no history of sexual abuse do not find an anogenital examination traumatic if the examination is well planned and performed by experienced professionals in a supportive atmosphere.  相似文献   

Students’ Energy Concepts at the Transition Between Primary and Secondary School     

Sebastian T. Opitz  Ute Harms  Knut Neumann  Kristin Kowalzik  Arne Frank 《Research in Science Education》2015,45(5):691-715

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content.  相似文献   

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James V. Frick 《Communication quarterly》2013,61(4)

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Public Service Broadcasters Will Survive Without Expensive Sports Programs: A Response to Tjernström and Tjernström     

Harry Arne Solberg 《Journal of Media Economics》2013,26(4):264-269

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Early Education for Spatial Intelligence: Why,What, and How     

Nora S. Newcombe  Andrea Frick 《Mind, Brain, and Education》2010,4(3):102-111

Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form in infants, toddlers, and preschool children, also undergo considerable development and show important individual differences, which are malleable. These findings provide the basis for thinking about how to promote spatial thinking in preschools, at home, and in children's play. Integrating spatial content into formal and informal instruction could not only improve spatial functioning in general but also reduce differences related to gender and socioeconomic status that may impede full participation in a technological society.  相似文献