Force transducer system for measurement of ice hockey skating force     

Tyler J. Stidwill  Rene Albert Turcotte  Phil Dixon  David J. Pearsall 《Sports Engineering》2009,12(2):63-68

The purpose of this study was to develop a portable force measurement system for ice hockey skating. The system consisted of three strain gauge pairs affixed to an ice hockey skate’s blade holder with wire leads connected to a microprocessor controlled data acquisition device carried in a backpack worn by the skater. The configuration of the strain gauges simultaneously determined the vertical and medial–lateral force components experienced by the blade holder with a resolution accuracy of 1.9 N and a coefficient of variation of 9.2%. On-ice testing of this system with subjects performing forward start, acceleration, and constant velocity skating permitted unencumbered, natural movement and demonstrated clear, unambiguous signal responses, high trial-to-trial repeatability, and easy data retrieval. The practicality and accuracy of this testing approach have many applications, such as a quantitative tool for skating force assessment to aid athletes and coaches, as well as providing the means to examine other skill-specific dynamics.  相似文献   

Invisible children? The need for support groups for siblings of disabled children     

Angie Naylor  Phil Prescott 《British Journal of Special Education》2004,31(4):199-206

Previous research and first-hand experience suggest that a child with a disability can have a profound effect on family life. Although the need for sibling support has been acknowledged in legislation, the implications for non-disabled siblings remain unclear. In this article, Angie Naylor, lecturer in psychology, and Phil Prescott, senior lecturer in childhood and youth studies, both based at Edge Hill, review a number of key themes emerging from the literature on sibling support. They go on to report the findings from an in-depth study of one sibling support group. The work was carried out in partnership with Barnardo's in the north-west of England and involved setting up a sibling support group, in response to an analysis of local need, and evaluating its impact. This research indicates a clear need for further service provision to meet the needs of the siblings of disabled children who attended the scheme. Angie Naylor and Phil Prescott argue for a reinvigorated debate about the needs of such children and champion the importance of listening to children and valuing what they have to say. The results of this small-scale evaluation project have clear implications for future research and, potentially, for policy and practice.  相似文献   

Reading pedagogy, “Evidence” and education policy: learning from history?     

Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148

This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail to account for the complex interplay between teacher, student and text in the reading lesson.  相似文献   

Revulsion and awe: charting the development of the moral economy of capitalism and its hero in the American imagination,from the protestant ethic to ecstasy of the entrepreneur     

David Hancock 《Journal of Cultural Economy》2017,10(2):136-149

ABSTRACT

The spirit of capitalism shifted throughout the twentieth century, Boltanski and Chiapello place it sometime in the period between the 1960s and 1990s [2005, The New Spirit of Capitalism, Verso, London], for Bell it had happened by the mid-1970s and its contradictions were already apparent [1998, The Cultural Contradictions of Capitalism, Basic Books, New York]. David Harvey is more specific and cites 1979 as the dawn of the new era [2005, The New Spirit of Capitalism, Verso, London]. This paper seeks to build on this scholarship of the changing spirit of capitalism and read it through the development of the heroic figure of the American imagination, through the representation of the capitalist hero. Its aim is to situate the figure of the capitalist hero in the post-crash era and ultimately to understand the seductive power of the new capitalism that enables it to thrive. My thesis is that the seductive power of the new capitalism can be understood as an oscillation between revulsion and awe, we are both morally repulsed by the venality of capitalism yet also captivated by it. Revulsion and awe are at the core of the libidinality of the new capitalism and can be seen through the representation of the heroic object of the capitalist imagination.  相似文献   

Student teachers in school practice: an analysis of learning opportunities     

Phil Wood 《Education 3-13》2016,44(4):496-497

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More Powerful Tests of Simple Interaction Contrasts in the Two-Way Factorial Design     

Gregory R. Hancock 《Journal of Experimental Education》2017,85(1):24-35

For the two-way factorial design in analysis of variance, the current article explicates and compares three methods for controlling the Type I error rate for all possible simple interaction contrasts following a statistically significant interaction, including a proposed modification to the Bonferroni procedure that increases the power of statistical tests for deconstructing interaction effects when they are of primary substantive interest. Results indicate the general superiority of the modified Bonferroni procedure over Scheffé and Roy-type procedures, where the Bonferroni and Scheffé procedures have been modified to accommodate the logical implications of a false omnibus interaction null hypothesis. An applied example is provided and considerations for applied researchers are offered.  相似文献   

Project Cheddarfield: Supporting Co‐Curricular Themes Through Creative Use of Video Course‐Casting     

Natalie C. Simpson  Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253

This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities.  相似文献   

How the special need brain learns (third edition)     

Mark Hancock 《Educational Psychology in Practice》2017,33(1)

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Interview: Speaking personally — with colonel William A. Wojciechowski     

Phil Savarise 《The American journal of distance education》2013,27(3):67-71

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生死相拥5000年     

贾庆文 《海外英语》2007,(4):46-47

[1](路透社)意大利瓦尔达罗电——意大利将不会分离它石器时代的“情侣”。[2]科学家说他们决定把这对相拥5000年之久的情侣遗体整体移动并保存,作为献给全国的情人节礼物,在他们永远拥抱的姿势中,他们的胳膊仍然相互缠绕在一起。  相似文献