The effects of an unanticipated side-cut on lower extremity kinematics and ground reaction forces during a drop landing     

Jae P. Yom  Tane Owens  Scott Arnett  Justin Beebe  Veronica Son 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):414-425

Unanticipated direction to cut after landing may alter the lower extremity landing biomechanics when performing landing motions. These alterations may potentially increase the risk of ACL injury. The purpose of this study was to determine if an unanticipated side-cut affects lower extremity landing biomechanics in females. Eighteen recreational female athletes participated in two blocks of testing: the first block of testing consisted of three acceptable trials of anticipated dominant limb and non-dominant limb 45-degree diagonal cutting after landing, which were performed in a counterbalanced order. The second block of testing consisted of three acceptable trials of unanticipated dominant limb and non-dominant limb diagonal cutting after landing. Data analysis mainly focused on the dominant limb landing biomechanics. Unanticipated side-cut landing, compared (paired t-test, p < 0.05) to the anticipated landings, resulted in less hip abduction and tibial internal rotation angle at initial contact (IC) and a lower maximum ankle inversion angle and a greater maximum knee abduction angle, and knee and hip displacement. Also, greater posterior GRF and a longer time to peak medial GRF were exhibited. These outcomes indicate that athletes may adapt their landing mechanics to land unsafely when encountering an unanticipated event.  相似文献   

Questions and answers about conducting systematic reviews in sport and exercise psychology     

Katie Gunnell  Veronica J. Poitras  David Tod 《International review of sport and exercise psychology》2020,13(1):297-318

  相似文献   

The Necessity of Making Visible Concepts with Multiple Meanings in Science Education: The Use of the Gene Concept in a Biology Textbook     

Veronica S. Flodin 《Science & Education》2009,18(1):73-94

The purpose of this study is to analyze variations in how the gene concept is used and conceived in different sub-disciplines in biology. An examination of the development of subject matter and the use of the gene concept in a common college biology textbook shows that the gene concept is far from presented in a consistent way. The study describes and categorizes five different gene concepts used in the textbook; the gene as a trait, an information-structure, an actor, a regulator and a marker. These conceptual differences are not dealt with in an explicit manner. This constitutes one of the sources for confusion when learning about genes and genetics.

---

Veronica S. FlodinEmail:

---

Veronica S. Flodin    is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education.  相似文献   

Bridging Education and Practice With a Competency-Based Learning Contract     

Veronica Molina  Tammy Molina-Moore  Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27

ABSTRACT

Field work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner.  相似文献   

A Further Perspective on Joint Partnerships: A Commentary on Creating and Capitalizing on the Town/Gown Relationship     

Veronica Smith   《The Journal of Academic Librarianship》2006,32(6):630-631

This article discusses the benefits and challenges of the College Hill Library, a joint venture between Front Range Community College and the City of Westminster. It is a comparison to the Keene Library partnership described in the article by Halverson and Plotas.  相似文献   

Jamaica's work-experience programme     

Zellynne D. Jennings-Wray  Veronica Elaine Teape 《Prospects》1982,12(4):499-509

Conclusion This article has sought to highlight a work-experience programme in a Third World country, pin-pointing the factors that militate against the achievement of its desired objectives. Among such factors are problems associated with curriculum organization at the secondary level, not least the negative attitudes that the society generally has towards a practical curriculum. Inadequate funding, largely due to governments aloofness, against a background of pressure on schools to become more selfreliant; wastage of human resources in relation to programme organization; and the lack of effective communication both within the school system and between the school and the community generally-all these are proving to be constraints on the achievement of objectives. Our discussion lends support to Sinclair's (1977) observation, referred to earlier, that Third World countries lack the institutional framework for conducting real-world assignments by pupils in factories and offices. Before curriculum innovations like the WEP can have the desired effects, Third World countries will not only have to deal constructively with negative attitudes and values in relation to practical and manual labour, but they will also have to find ways of initiating employment-generating strategies, so that students who have been prepared for the world of work will have the opportunity to enjoy the right to work. In Third World countries like Jamaica, which are caught in the grip of political and social strife exacerbated by a vicious economic squeeze, these are gulfs which seem too wide to breach at present.  相似文献   

Erratum to: Two teacher quality measures and the role of context: evidence from Chile     

Maria Veronica Santelices  Edgar Valencia  Jorge Gonzalez  Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):147-153

  相似文献   

Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading     

Michael Vaden-Kiernan  Geoffrey Borman  Sarah Caverly  Nance Bell  Kate Sullivan  Veronica Ruiz de Castilla 《Journal of research on educational effectiveness》2018,11(1):109-132

This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.  相似文献   

Improvisations around the National Literacy Strategy     

Veronica Hanke 《Literacy》2002,36(2):80-87

This article is an account of how a group of Year 1 children (age 5/6 years) responded to and appropriated aspects of the National Literacy Strategy. In each of the three episodes of the account they worked with a different aspect of the Strategy. Displaying increasing literacy and collaborative skills they worked with consonant blends, alphabetical order and spelling. Led by a child who disliked the discourse of public display, the children collaborated over extended periods of time, transforming the style of the NLS to achieve their own literacy purposes and showing that the NLS is not the whole story when it comes to learning about literacy.  相似文献   

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes     

Nina Kilbrink  Veronica Bjurulf  Liesbeth K. J. Baartman  Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):455-475

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.  相似文献