Human rights education and peacebuilding: a comparative study     

Daniela Bramwell 《Compare》2017,47(1):139-140

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Dribbling determinants in sub-elite youth soccer players     

Matteo Zago  Andrea Gianluca Piovan  Isabella Annoni  Daniela Ciprandi  F. Marcello Iaia 《Journal of sports sciences》2016,34(5):411-419

Dribbling speed in soccer is considered critical to the outcome of the game and can assist in the talent identification process. However, little is known about the biomechanics of this skill. By means of a motion capture system, we aimed to quantitatively investigate the determinants of effective dribbling skill in a group of 10 Under-13 sub-elite players, divided by the median-split technique according to their dribbling test time (faster and slower groups). Foot-ball contacts cadence, centre of mass (CoM), ranges of motion (RoM), velocity and acceleration, as well as stride length, cadence and variability were computed. Hip and knee joint RoMs were also considered. Faster players, as compared to slower players, showed a 30% higher foot-ball cadence (3.0 ± 0.1 vs. 2.3 ± 0.2 contacts · s^?1, P < 0.01); reduced CoM mediolateral (0.91 ± 0.05 vs. 1.14 ± 0.16 m, P < 0.05) and vertical (0.19 ± 0.01 vs. 0.25 ± 0.03 m, P < 0.05) RoMs; higher right stride cadence (+20%, P < 0.05) with lower variability (P < 0.05); reduced hip and knee flexion RoMs (P < 0.05). In conclusion, faster players are able to run with the ball through a shorter path in a more economical way. To effectively develop dribbling skill, coaches are encouraged to design specific practices where high stride frequency and narrow run trajectories are required.  相似文献   

Two-Year-Old Children's Sensitivity to a Parent's Knowledge State When Making Requests     

Daniela K. O'Neill 《Child development》1996,67(2):659-677

These studies examined whether toddlers take their communicative partners' knowledge states into account when communicating with them. In Study 1 , 16 2-year-old children (mean age 2-7) had to ask a parent for help in retrieving a toy. On each trial, a child was first introduced to a new toy that was then placed in 1 of 2 containers on a high shelf. The parent either witnessed these events along with the child or did not because she or he had left the room or had covered her or his eyes and ears. As predicted, when asking for help in retrieving the toy, children significantly more often named the toy, named its location, and gestured to its location when a parent had not witnessed these events than when she or he had. In Study 2, 16 2-year-old children (mean age 2-3) had to ask a parent for help in retrieving a sticker dropped into 1 of 2 identical containers placed out of reach in the far corners of a table. The parent either witnessed, along with the child, which container the sticker was dropped into or did not because her or his eyes were closed. In their requests for help, young 2-year-old children gestured to the sticker's location significantly more often when the parent did not know its location than when she or he did. The implications of these findings for current characterizations of 2-year-old children's ability to assess the knowledge of others is discussed.  相似文献   

Preschool children’s conceptions of water,molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity     

Åkerblom  Annika  Součková  Daniela  Pramling  Niklas 《Cultural Studies of Science Education》2019,14(4):879-895

The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old children conceptualize water, molecule, and chemistry. Theoretically, the study is informed by Vygotsky’s cultural-historical perspective on concept formation. The empirical data consist of pre- and post-interviews with children and documentation of their participation in the intermediate activity. This documentation is used in the post-interviews as a mutual ground for talking with the children about what they remember and how they understand the activity they participated in and what the activity intended to illustrate. The results are presented in terms of three inductively generated categories: ‘everyday’, ‘experientially-based’, and ‘generalized experiences’ concepts, respectively. The implications of these findings for early childhood chemistry (science) education are discussed.

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Laboratory medicine in pandemic of COVID-19     

Leida Tandara  Petra Filipi  Daniela Supe Domic  Branka Kresic  Ivo Ivcic  Sanda Stojanovic Stipic  Zana Rubic  Marijan Tandara 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)

After the outbreak in China in the year 2019, severe acute respiratory syndrome Coronavirus 2 (SARS-CoV-2) quickly spread around the world causing a protracted pandemic. Approximately one-third of infections appear to be asymptomatic. Symptomatic disease is characterized primarily by symptoms of respiratory tract infection of varying severity. But Coronavirus Disease 2019 (COVID-19) is much more than an acute respiratory disease because SARS-CoV-2 affects many organs inducing a vast number of symptoms such as cardiovascular, neurological, gastrointestinal, dermatological, with numerous complications. Short and long-term effects of infection, severe ones, and especially mild forms of the disease which affect a huge number of patients need to be further investigated. Laboratory medicine has a crucial role in early diagnosis of the disease, recognition of the patients who need hospital care, and close monitoring of hospitalized patients to timely identify associated clinical complications as well as follow-up of patients with long-term COVID-19.  相似文献   

Les graphes de flux dans l'enseignement secondaire     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1973,5(1):467-492

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.  相似文献   

Plegaria a un Niño Dormido: Iconografia del Ritual Funerario del Angelito en Meéxico     

Daniela Marino 《Journal of American culture (Malden, Mass. : 2003)》1997,20(2):45-49

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Reliability and validity of a talent identification test battery for seated and standing Paralympic throws     

Jemima Grace Spathis  Mark James Connick  Emma Maree Beckman  Peter Anthony Newcombe  Sean Michael Tweedy 《Journal of sports sciences》2015,33(8):863-871

Paralympic throwing events for athletes with physical impairments comprise seated and standing javelin, shot put, discus and seated club throwing. Identification of talented throwers would enable prediction of future success and promote participation; however, a valid and reliable talent identification battery for Paralympic throwing has not been reported. This study evaluates the reliability and validity of a talent identification battery for Paralympic throws. Participants were non-disabled so that impairment would not confound analyses, and results would provide an indication of normative performance. Twenty-eight non-disabled participants (13 M; 15 F) aged 23.6 years (±5.44) performed five kinematically distinct criterion throws (three seated, two standing) and nine talent identification tests (three anthropometric, six motor); 23 were tested a second time to evaluate test–retest reliability. Talent identification test–retest reliability was evaluated using Intra-class Correlation Coefficient (ICC) and Bland–Altman plots (Limits of Agreement). Spearman’s correlation assessed strength of association between criterion throws and talent identification tests. Reliability was generally acceptable (mean ICC = 0.89), but two seated talent identification tests require more extensive familiarisation. Correlation strength (mean r_s = 0.76) indicated that the talent identification tests can be used to validly identify individuals with competitively advantageous attributes for each of the five kinematically distinct throwing activities. Results facilitate further research in this understudied area.  相似文献   

Empowering visuo-spatial ability in primary school: results from a follow-up study     

Maria Chiara Fastame  Daniela Callai 《Educational Psychology in Practice》2015,31(1):86-98

The current study was primarily aimed at verifying the effect of a combined computer-assisted and pencil-and-paper training that was developed to empower visuo-spatial abilities in primary school pupils. One hundred and twenty third grade (mean average: eight years old) and fourth grade (mean age: nine years old) students attending several Italian primary schools were presented with several tests of the Primary Mental Abilities (PMA) battery by Thurstone and Thurstone. Of these, 64 children underwent the training “Recovery in visuo-spatial abilities” developed by Fastame and Antonini for 15 weekly sessions. The remaining students were assigned to the control group. Post-test scores and a follow-up assessment after six months by the end of the training highlight the positive impact of the intervention in enhancing visuo-spatial abilities.  相似文献   

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk          下载免费PDF全文

Maree Davies  Katharina Kiemer  Kane Meissel 《British Educational Research Journal》2017,43(5):968-987

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.  相似文献