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排序方式： 共有375条查询结果，搜索用时 15 毫秒
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Bixler B Pease D Fairhurst F 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(1):81-98
The aim of this study was to build an accurate computer-based model to study the water flow and drag force characteristics around and acting upon the human body while in a submerged streamlined position. Comparisons of total drag force were performed between an actual swimmer, a virtual computational fluid dynamics (CFD) model of the swimmer, and an actual mannequin based on the virtual model. Drag forces were determined for velocities between 1.5 m/s and 2.25 m/s (representative of the velocities demonstrated in elite competition). The drag forces calculated from the virtual model using CFD were found to be within 4% of the experimentally determined values for the mannequin. The mannequin drag was found to be 18% less than the drag of the swimmer at each velocity examined. This study has determined the accuracy of using CFD for the analysis of the hydrodynamics of swimming and has allowed for the improved understanding of the relative contributions of various forms of drag to the total drag force experienced by submerged swimmers. 相似文献
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Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献
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Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage. 相似文献
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Fiona Richards-Kamal 《English in Education》2008,42(1):53-69
This article explores how exam criteria require pupils to engage with texts at once 'personally' and 'critically'. It theorises this dichotomy, suggesting problems it presents in a classroom. Observing that dwindling opportunities for creative writing impede personal engagement, it considers the possibilities suggested by the imaginative writings of two pupils for resolving the dichotomy. 相似文献
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This study uses longitudinal data from the UK Millennium Cohort Study to show the extent to which episodic and more persistent poverty in early childhood and the lack of other family resources disadvantage children at the start of their school careers in terms of whether they have achieved the target indicator of ‘good level of achievement’ on the Foundation Stage Profile. Positive parenting is shown to be an important contributor to school achievement that matters for children, regardless of poverty experience or family disadvantage. It is also shown to be an important mediator in redressing the effects of poverty and disadvantage. 相似文献
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