The purpose of this study was to determine the foot strike patterns (FSP), rearfoot position at initial contact (RPic, i.e., No INV/EVE) and foot rotation in children in relation to age. A total of 932 children aged 3 to 16 years participated in this study. A sagittal and frontal-plane video was recorded using a high-speed camcorder to analyse these variables. There is a significant increase (p < 0.001) of rearfoot strike patterns (RFS) prevalence in relation to age; e.g. preschool children (3–6 years old) displayed an RFS prevalence 46.65% and the adolescent population(15–16 years old) an RFS prevalence 92.20%. The total RFS prevalence in all samples was 69.25%. There was a significant reduction (p < 0.001) of prevalence of RPic in relation to age groups; preschool children displayed a prevalence of RPic 60.37% and the adolescent population 10%. There was a significant reduction (p < 0.001) of prevalence of no foot rotation in relation to age groups; preschool children displayed a prevalence of no foot rotation 48.95% and the adolescent population 13.55%. In conclusion, FSP in children are influenced by age. It is noteworthy that the RFS prevalence of children is lower in comparison to the adult population. 相似文献
Research in the area of learning strategies and styles of university students has led to many studies as well as to the development of many research tools for measuring learning, but without the necessary interrelationships among the tools or within the research. The aim of this study has been to examine the interdependence among the best-known tools coming from different theoretical bases. A sample of 991 university students in their first and last years, from ten different disciplines, completed four tests: ILP, LASSI, ASI and LSQ. The scales of each test, taken as the unit of analysis, were submitted to a factor analysis by the principal-components and the principal-factors methods. The latter method revealed an overarching structure composed of the following four factors: Traditional Study Methods; Deep Processing; Elaborative Processing; and General Learning Styles. These relationships confirmed the existence of three dimensions, or paths involved in learning, with clear motivational and approach elements, and also showed a separation between Deep Processing and the Deep Approach. Finally, we carried out principal-factor analyses of ASI and LASSI, obtaining two factors for each inventory.
Résumé La recherche dans le domaine de stratégies et des styles d'apprentissage chez les étudiants universitaires à abouti à de nombreuses études et a developpé divers instruments de mesures d'apprentissage, mais san ce rapport indispensable entre études et entre instruments. Le but de cette recherche a été d'examiner l'interdepéndence entre les instruments les plus connus provenants de différentes théories.Un echantillonage de 991 étudiants universitaires de première annèe, de dix disciplines différentes ont repondu à 4 tests: ILP, LASSI, ASI et LSQ. Les échelles de chaque test, prises comme unité d'analyse ont été soumises à une analyse factorielle d'après les méthodes de composantes principales et de facteurs principaux. Celle-ci revèle una structure commune composée des 4 facteurs suivants: Méthodes d'étude traditionelles, Traitement profond, Traitement élaboratif et Styles génériques d'apprentissage. Les rapports entre aux confirment l'existence de trois dimensions, impliquées dans l'apprentissage, avec des élèments de motivations et d'approches; et ils montrent aussi une séparation entre le Traitement profond et l'Approche profonde. Finalement, nous avons réalisé une analyse factorielle d'après le méthode de facteurs principaux pour les tests ASI et LASSI, obtenant deux facteurs pour chacun des ces tests.
The incremental shuttle walk test (ISWT) is used to assess functional capacity of patients entering cardiac rehabilitation. Factors such as age and sex account for a proportion of the variance in test performance in healthy individuals but there are no reference values for patients with cardiovascular disease. The aim of this study was to produce reference values for the ISWT. Participants were n = 548 patients referred to outpatient cardiac rehabilitation who underwent a clinical examination and performed the ISWT. We used regression to identify predictors of performance and produced centile values using the generalised additive model for location, scale and shape model. Men walked significantly further than women (395 ± 165 vs. 269 ± 118 m; t = 9.5, P< 0.001) so data were analysed separately by sex. Age (years) was the strongest predictor of performance in men (β = ?5.9; 95% CI: ?7.1 to ?4.6 m) and women (β = ?4.8; 95% CI: ?6.3 to 3.3). Centile curves demonstrated a broadly linear decrease in expected ISWT values in males (25–85 years) and a more curvilinear trend in females. Patients entering cardiac rehabilitation present with highly heterogeneous ISWT values. Much of the variance in performance can be explained by patients’ age and sex. Comparing absolute values with age-and sex-specific reference values may aid interpretation of ISWT performance during initial patient assessment at entry to cardiac rehabilitation. 相似文献
AbstractThe present paper deals with how eleventh grade high school students and university undergraduate students studying environmental science use evidence to write an argumentative text. They were presented with a dilemma with four sets of data (two pro and two anti nuclear energy). Half the sample was given the data in graph format and the other half in table format. The four sets of data differed according to their complexity. We analysed the structure of argument, the use of the evidence (either provided or their own) according to the participants’ position on the dilemma, and the presence of confirmation bias. Our results show a good argumentative competence that does not seem to be affected either by the students’ educational level or data format. We observed an effect of the complexity of the data in relation to the participants’ position. 相似文献
This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education. 相似文献
Purpose: This article assesses a non-traditional training methodology for extension agents, focused on the exchange of experiences among peers and the reflection on practice, with the aim of exploring its potential as a training strategy.
Design/Methodology/approach: A quali-quantitative investigation was conducted, which included interviews with extension agents, the use of different questionnaires, and recordings of the evaluation sessions carried out during each workshop.
Findings: This research allowed us to understand the importance of effective group coordination, a participatory climate, working in small groups, and the feedback loop between theory and practice for processes of experience sharing and reflection on practice. Some of the positive effects of the training observed were that extension agents acquired new knowledge and methodologies, reflected critically upon their practice, and put into question their own extension approach.
Practical Implications: Given its potentialities, implementing training processes focused on experience sharing and reflection on practice for rural extension workers, seems advisable.
Theoretical Implications: This article contributes to the understanding of how experience sharing and reflection on practice can generate transformations in rural extension agents’ approaches and positioning.
Originality/Value: This study systematically assesses the impacts that training has on extension workers, as well as the underlying processes that made it possible to generate them. 相似文献
Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate. 相似文献