La Cultura Política de la Extrema Derecha en México Contemporáneo     

Enrique Salgado 《Journal of American culture (Malden, Mass. : 2003)》1997,20(2):56-59

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Introduction     

Murillo  Enrique G. 《The Urban Review》2001,33(3):179-181

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Activity profile of top-class association football referees in relation to performance in selected physical tests     

Mallo J  Navarro E  García-Aranda JM  Gilis B  Helsen W 《Journal of sports sciences》2007,25(7):805-813

The aims of the present study were (1) to analyse the physical demands of top-class referees and (2) to compare their official FIFA fitness test results with physical performance during a match. The work rate profiles of 11 international referees were assessed during 12 competitive matches at the 2003 FIFA Under-17 World Cup and then analysed using a bi-dimensional photogrammetric video analysis system based on direct lineal transformation (DLT) algorithms. In the first 15 min of matches, the referees were more active, performing more high-intensity exercise (P < 0.01) than in the first 15 min of the second half. During the second half of matches, the referees covered a shorter distance (P < 0.01), spent more time standing still (P < 0.05), and covered less ground cruising (P < 0.05), sprinting (P < 0.05), and moving backwards (P < 0.001) than in the first half. Also in the second 45 min, the distance of referees from infringements increased (P < 0.05) in the left attacking zone of the filed. There was also a decrease (P < 0.05) in performance in the period following the most high-intensity activity, compared with the mean for the 90 min. Time spent performing high-intensity activities during a match was not related to performance in the 12-min run (r(2) = 0.30; P < 0.05), the 200-m sprint (r(2) = 0.05; P < 0.05), or the 50-m sprint (r(2) = 0.001; P < 0.05). The results of this study show that: (1) top-class referees experienced fatigue at different stages of the match, and (2) the typical field tests used by FIFA (two 50-m and 200-m sprints, followed by a 12-min run) are not correlated with match activities.  相似文献   

Latcrit Educational Leadership and Advocacy: Struggling Over Whiteness as Property in Texas School Finance     

Enrique Alemán Jr. 《Equity & Excellence in Education》2013,46(2):183-201

In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory's call for contextualized, historical, and critical analysis.  相似文献   

Relational capital inside multinationals     

Patrocinio?Zaragoza-SáezEmail author  Enrique?Claver-Cortés 《知识管理研究与实践》2011,9(4):293-304

Linking the knowledge-based view, the multinational theory and the intellectual capital-based view of the firm, this paper seeks to identify the main activities belonging to the relational capital of multinationals and the extent to which they contribute to knowledge development and transfer between their different subsidiaries. Six multinational and knowledge-intensive firms placed in Spain have been analysed through a qualitative research based on a multiple case-study. Its findings show the main relational activities that facilitate knowledge flows between the different units of a multinational. These activities are classified into four categories: relational structures (work teams, communities of practices, transnational teams, centres of excellence), tools (information and communication technologies, internal communication and publications), practices (expatriates) and socialisation. Tacit knowledge, as well as the idiosyncratic nature that most of them have, makes the relational capital of the firms studied become a source of competitive advantage.  相似文献   

Academic engagement: assessment,conditions, and effects—a study in higher education from the perspective of the person-situation interaction     

Alonso-Tapia  Jesús  Merino-Tejedor  Enrique  Huertas  Juan Antonio 《European Journal of Psychology of Education - EJPE》2023,38(2):631-655

European Journal of Psychology of Education - This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency,...  相似文献   

America's Cup yacht racing: Race analysis and physical characteristics of the athletes     

Vernon Neville  Julian Calefato  Cristina Pérez-Encinas  Enrique Rodilla-Sala  Sergio Rada-Ruiz  Paul Dorochenko 《Journal of sports sciences》2013,31(9):915-923

Abstract

The America's Cup is the oldest competing trophy in sport, yet little is known of the nature and intensity of racing or the physical characteristics of the athletes. In this study, aspects of the physical demands of America's Cup yacht racing were analysed, including the intensity of exercise and activity pattern of “grinding”. Anthropometric data were collected from 92 professional male America's Cup sailors, and fitness data from a top-4 and a lower-7 ranking team during the 32nd America's Cup. Over the 135 races, mean race duration was 82 min (s = 9), with 20 tacks (s = 10) and 8 gybes (s = 3) per race. Grinding bouts were 5.5 s (s = 5.4; range: 2.2–66.3) long, with 143 exercise bouts per race and an exercise-to-rest ratio of 1:6. Mean and peak heart rate was 64% and 92% of maximum for all positions, with bowmen highest (71% and 96%). Grinders were taller, heavier, and stronger than all other positions. Body fat was similar between positions (13%, s = 4). The higher-standard team was stronger and had greater strength endurance, which probably contributed to their quicker manoeuvres. Intensity of exercise was dependent on the similarity of competing boats and the role of the athlete. The short duration and intermittent nature of grinding is indicative of predominantly anaerobic energy provision.  相似文献   

An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities     

Penelope J. Standen  David J. Brown  Mohammad Taheri  Maria J. Galvez Trigo  Helen Boulton  Andrew Burton  Madeline J. Hallewell  James G. Lathe  Nicholas Shopland  Maria A. Blanco Gonzalez  Gosia M. Kwiatkowska  Elena Milli  Stefano Cobello  Annaleda Mazzucato  Marco Traversi  Enrique Hortal 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1748-1765

Artificial intelligence tools for education (AIEd) have been used to automate the provision of learning support to mainstream learners. One of the most innovative approaches in this field is the use of data and machine learning for the detection of a student’s affective state, to move them out of negative states that inhibit learning, into positive states such as engagement. In spite of their obvious potential to provide the personalisation that would give extra support for learners with intellectual disabilities, little work on AIEd systems that utilise affect recognition currently addresses this group. Our system used multimodal sensor data and machine learning to first identify three affective states linked to learning (engagement, frustration, boredom) and second determine the presentation of learning content so that the learner is maintained in an optimal affective state and rate of learning is maximised. To evaluate this adaptive learning system, 67 participants aged between 6 and 18 years acting as their own control took part in a series of sessions using the system. Sessions alternated between using the system with both affect detection and learning achievement to drive the selection of learning content (intervention) and using learning achievement alone (control) to drive the selection of learning content. Lack of boredom was the state with the strongest link to achievement, with both frustration and engagement positively related to achievement. There was significantly more engagement and less boredom in intervention than control sessions, but no significant difference in achievement. These results suggest that engagement does increase when activities are tailored to the personal needs and emotional state of the learner and that the system was promoting affective states that in turn promote learning. However, longer exposure is necessary to determine the effect on learning.  相似文献   

From the Editors’ Desk     

Corinne Martínez  Enrique G. Murillo Jr. 《Journal of Latinos & Education》2014,13(1):1-3

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Border Brokers: Teachers and Undocumented Mexican Students in Search of Acompañamiento     

Enrique Sepúlveda III 《Diaspora, Indigenous, and Minority Education》2018,12(2):53-69

This article examines the deployment of border conocimiento and the subsequent cultural production of third spaces for transnational Mexican youth by Chicano educators who I call “border brokers” at a northern California high school. It examines the micro-level insurgent actions on the part of a small group of educators at Bosque High to engage Mexican migrant youth through a different educational vision and narrative—a vision based on communal notions of learning and belonging and border epistemology, what I call Acompañamiento, where the meaning and scope of membership in the community in which one lives are addressed. Demonstrating a border epistemology, border teachers understood intimately the need to go beyond narrow constructions of academic success to join in the struggle for full realization of their students’ humanity and need to be in community. Using ethnographic data from a year-long study at a northern California high school and town, this paper examines the different ways that educators came together to claim space and create place for displaced transmigrants in what I call acts of acompañamiento—a fluid cultural practice of solidarity, advocacy, and relationship/community building based on cultural knowledge situated in border zones.  相似文献