Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text     

Mochizuki  Toshio  Nishimori  Toshihisa  Tsubakimoto  Mio  Oura  Hiroki  Sato  Tomomi  Johansson  Henrik  Nakahara  Jun  Yamauchi  Yuhei 《Educational technology research and development : ETR & D》2019,67(5):1197-1230

This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.

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Critical case-studies of non-formal and community learning for sustainable development     

Arjen E. J. Wals  Yoko Mochizuki  Alexander Leicht 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):783-792

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Are muscle activation patterns altered during shod and barefoot running with a forefoot footfall pattern?     

Ulysses Fernandes Ervilha  Luis Mochizuki  Aylton Figueira Jr.  Joseph Hamill 《Journal of sports sciences》2017,35(17):1697-1703

This study aimed to investigate the activation of lower limb muscles during barefoot and shod running with forefoot or rearfoot footfall patterns. Nine habitually shod runners were asked to run straight for 20 m at self-selected speed. Ground reaction forces and thigh and shank muscle surface electromyographic (EMG) were recorded. EMG outcomes (EMG intensity [iEMG], latency between muscle activation and ground reaction force, latency between muscle pairs and co-activation index between muscle pairs) were compared across condition (shod and barefoot), running cycle epochs (pre-strike, strike, propulsion) and footfall (rearfoot and forefoot) by ANOVA. Condition affected iEMG at pre-strike epoch. Forefoot and rearfoot strike patterns induced different EMG activation time patterns affecting co-activation index for pairs of thigh and shank muscles. All these timing changes suggest that wearing shoes or not is less important for muscle activation than the way runners strike the foot on the ground. In conclusion, the guidance for changing external forces applied on lower limbs should be pointed to the question of rearfoot or forefoot footfall patterns.  相似文献   

Changes in muscle activity after performing the FIFA 11+ programme part 2 for 4 weeks     

Yasushi Takata  Anri Inaki  Takafumi Mochizuki  Hitoaki Numata  Takeshi Oshima 《Journal of sports sciences》2016,34(20):2011-2017

Changes in muscle activity were evaluated by positron emission tomography–computed tomography (PET–CT) after performing part 2 of the Fédération Internationale de Football Association’s 11+ programme (11+) for 4 weeks. Eleven males performed part 2 of the 11+ for 20 min before and after 37 MBq of ¹⁸F-fluorodeoxyglucose (FDG) was injected intravenously. PET–CT images were obtained 50 min after FDG injection. The participants were then instructed to perform part 2 of the 11+ 3 times per week for 4 consecutive weeks, after which another set of PET–CT images was obtained following the same procedure. Regions of interest were defined within 30 muscles. The standardised uptake value (SUV) of FDG by muscle tissue per unit volume was calculated, and FDG accumulation was compared between pre- and post-training PET–CT results. Performing part 2 of the 11+ for 4 weeks increased mean SUV in the sartorius, semimembranosus, biceps femoris, abductor hallucis, and flexor hallucis brevis muscles (P < 0.05). In conclusion, routinely performing part 2 of the 11+ for 4 weeks increased glucose uptake related to muscle activity in the hamstrings and hallux muscles. We speculate that there is some possibility of this change of muscle activity contributing to a decrease in sports-related injuries.  相似文献