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51.
Andreas Lanitis Georgios Stylianou Chrysanthos Voutounos 《Journal of Cultural Heritage》2012,13(4):404-412
Virtual restoration of cultural heritage (CH) artefacts is an important task that aims to digitally recreate the original appearance of damaged items. In this paper, a method that can be used for virtual restoration of faces appearing in damaged Byzantine icons is presented. Given a damaged face, the complete three-dimensional (3D) geometry of the face is reconstructed using data from the non-damaged facial parts and the texture of the damaged areas is restored. A key aspect of the proposed method is the use of a customized 3D deformable face model suitable for representing the geometry of Byzantine faces, the so-called Byzantine Style Specific Model (BSSM). A BSSM is generated by enforcing rule-based constraints on a deformable model trained using 3D scans of human faces. The use of a BSSM ensures that the Byzantine style is preserved during the process of shape restoration. 相似文献
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Dimitrios Challoumas Antonio Stavrou Georgios Dimitrakakis 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):220-237
In volleyball, the dominant shoulder of the athlete undergoes biomechanical and morphological adaptations; however, definitive conclusions about their exact nature, aetiology, purpose and associations with shoulder injury have not been reached. We present a systematic review of the existing literature describing biomechanical adaptations in the dominant shoulders of volleyball players and factors that may predispose to shoulder pain/injury. A thorough literature search via Medline, EMBASE and SCOPUS was conducted for original studies of volleyball players and 15 eligible articles were identified. Assessment of study quality was performed using the STROBE statement. The reviewed literature supports the existence of a glenohumeral internal rotation deficit (GIRD) and a possible (and less pronounced) external rotation gain in the dominant vs. the non-dominant shoulder of volleyball athletes. Unlike other overhead sports, the GIRD in volleyball athletes appears to be anatomical as a response to the repetitive overhead movements and not to be associated with shoulder pain/injury. Additionally, the dominant shoulder exhibits muscular imbalance, which appears to be a significant risk factor for shoulder pain. Strengthening of the external rotators should be used alongside shoulder stretching and joint mobilisations, core strengthening and optimisation of spike technique as part of injury management and prevention programmes. 相似文献
53.
Javier Brazo-Sayavera María Asunción Martínez-Valencia Lisa Müller Georgios Andronikos Russell J. J. Martindale 《Journal of sports sciences》2017,35(22):2172-2178
This study examined the impact of relative age effect (RAE) on selection to the Spanish National Athletics Federation (RFEA) training camps (TC) between 2006 and 2013. Overall, 1,334 selected athletes at U15 years (cadet) and U17 years (juvenile) were compared against 27,711 licensed but unselected athletes for the same age groups. The results highlighted the influential role of the RAE on selection to national level track and field training camp opportunities. Interestingly, this effect was mediated by age and gender, where effects were stronger for both males and younger athletes (U15), with no evidence of RAE for older (U17) female athletes. These results support the “maturation-selection” hypothesis as a mechanism for RAE. Particularly given the long-term goals of RFEA (e.g., production of successful senior elite athletes), these results highlight the need to consider the impact of current selection processes on effective provision of opportunities to those athletes with most potential to succeed in the long term. A number of possible context-relevant solutions are discussed, including education and awareness raising, using holistic selection criteria and correction adjustments techniques. 相似文献
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The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (intercepts) and their pattern of growth on passage comprehension did not indicate that the gap would increase over time. Instead, some analyses, especially of the youngest cohorts, showed significant convergence. However, there was no evidence of eventually closing the gap. Thus, although the poor students may not be getting poorer, they do not get sufficiently richer either. 相似文献
56.
Post-medieval Greek painting manuals, exemplified by the Hermeneia of the Art of Painting by Dionysius of Fourna, were often copied, enriched, and widely used in icon-painter workshops until the twentieth century. These manuals reflect the accumulated experience of many generations of painters and include sections that pertain to preparation and application of materials and handling of works. Here we present, discuss, and, in some cases, compare with pertinent western instructions and experimental findings (deriving from the analysis of icons and wall paintings), key Greek manual instructions for sound practice, and practical conservation of paintings. Instructions in consideration come from both the published version of Hermeneia and various unpublished manuals; it is shown that the first part of the widely circulating standard edition of Dionysius is by no means an exhaustive account of post-Byzantine technical knowledge. 相似文献
57.
Georgios D. Sideridis 《Learning disabilities research & practice》2007,22(3):210-215
This special issue deals with the identification and remediation criteria/practices employed in several countries regarding learning disabilities (LD). An analysis of the identification criteria suggests that most countries follow early law mandates of the United States (e.g., PL 94–142) regarding the definition of the disorder and use the classical discrepancy between potential and achievement model for identification purposes (with few exceptions). Several countries reported the absence of standardized assessments and experts who can deal with the disorder, a fact that is more prominent in countries that have to deal with the education of minority/immigrant groups. Multicultural, political, linguistic, and economic factors seemed to influence both the identification practices and also the remediation services (quality and availability). By closely examining the factors deemed important for students with LD, it was obvious that most authors pointed to the importance of socio‐emotional variables. I concluded that these latter factors may be accountable, to a large extent, for the experience of students with LD at school and close attention needs to be paid to them. 相似文献
58.
Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings. 相似文献
59.
Keith S. Taber Georgios Tsaparlis Canan Nakiboğlu 《International Journal of Science Education》2013,35(18):2843-2873
Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative ‘molecular’ conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs through electron transfer, which are internally bonded, but not bonded to other ions. The present study reports the use of translated versions of a diagnostic instrument to elicit the conceptions of bonding in NaCl (commonly used as the teaching example of an ionic compound) from two samples of students setting out on university courses in Greece and Turkey. The study reports that students in these two contexts displayed high levels of support for statements based upon the alternative conceptual framework identified in the English context. Students commonly develop similar alternative conceptions of ionic bonding in these three different educational contexts. The study also found some quite large differences in the specific response patterns across these three contexts, some of which could reflect specific features of the different curriculum contexts. The study reinforces the cross-national nature of the challenge of effectively teaching the abstract models of chemistry at the submicroscopic level. It also provides intriguing suggestions that a close study of the interactions between specific curriculum contexts and specific patterns in students' thinking offers much potential for identifying particular aspects of subject pedagogy that either support or impede the learning of accepted scientific models. 相似文献
60.
Making the invisible visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation 总被引：1，自引：0，他引：1
This study aimed to identify if complementing representations of concrete objects with representations of abstract objects improves students’ conceptual understanding as they use a simulation to experiment in the domain of Light and Color. Moreover, we investigated whether students’ prior knowledge is a factor that must be considered in deciding when to use representations of abstract objects. A pre-post comparison study design was used, involving 69 participants assigned to two conditions. The first condition consisted of 36 students who had access to a simulation with representations of concrete objects, whereas the second condition consisted of 33 students who had access to a simulation with representations of both concrete and abstract objects. Both conditions used the same inquiry-oriented curriculum materials, consisting of three sections that included physical phenomena with increasingly complex underlying mechanisms, so that the third section’s mechanisms were more complex in nature than those in the first two sections. Tests were administered to assess students’ conceptual understanding before and after the presentation of the curricular material as a whole, as well as before and after each of its three sections. Results revealed that the presence of representations of abstract objects was helpful for the first two sections, but only for students with low prior knowledge. On the third, most complex section, also the students with higher prior knowledge profited from the presence of abstract objects. From these findings, we conjecture that for physical phenomena with a lower level of complexity, students with high prior knowledge are able to mentally construct the necessary abstract concepts on their own, whereas for higher levels of complexity they need an explicit representation of the abstract objects in the learning environment. 相似文献