Sex differences in elbow and wrist joint loading during the cartwheel and round off with different hand positions performed by young gymnasts     

Roman Farana  Gerda Strutzenberger  Timothy Exell  Jiri Skypala  Huw Wiltshire  Gareth Irwin 《Journal of sports sciences》2019,37(13):1449-1456

The aim of the study was to determine if sex differences exist in the key elbow and wrist joint injury risk factors during different cartwheel (CW) and round-off (RO) techniques performed by young male and female artistic gymnasts. Sixteen active young gymnasts (8 males and 8 females) performed 30 successful trials of CW and RO with three different hand positions (parallel (10), T-shape (10) and reverse (10)). Synchronised kinematic and kinetic data were collected for each trial. Two-way repeated measures ANOVA (3 × 2, technique × sex) and effect-sizes (ES) were used for statistical analysis. In conclusion, female gymnasts exhibited greater normalised peak vertical ground reaction forces (VGRF), elbow and wrist compression forces and elbow internal adduction moments during CW and RO skills compared with male gymnasts. In both sexes, the parallel and reverse techniques increased peak VGRF, elbow and wrist compression forces and the elbow internal adduction moment. Increased elbow flexion resulted in decreased peak VGRF, elbow compression forces and elbow internal adduction moment. Injury risk factors including elbow extension and internal adduction moment with axial compression force suggest that a CW and RO in reverse and parallel techniques can be hazardous especially for young female gymnasts.  相似文献   

Editorial     

Gareth Parry 《Higher Education Quarterly》2003,57(4):305-307

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Education for health sciences librarianship in the United States     

A M Rees 《Bulletin of the Medical Library Association》1970,58(1):71-72

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Retrieving and classifying instances of source code plagiarism     

Debasis?GangulyEmail authorView author&#;s OrcID profile  Gareth?J.?F.?Jones  Aarón?Ramírez-de-la-Cruz  Gabriela?Ramírez-de-la-Rosa  Esaú?Villatoro-Tello 《Information Retrieval》2018,21(1):1-23

Automatic detection of source code plagiarism is an important research field for both the commercial software industry and within the research community. Existing methods of plagiarism detection primarily involve exhaustive pairwise document comparison, which does not scale well for large software collections. To achieve scalability, we approach the problem from an information retrieval (IR) perspective. We retrieve a ranked list of candidate documents in response to a pseudo-query representation constructed from each source code document in the collection. The challenge in source code document retrieval is that the standard bag-of-words (BoW) representation model for such documents is likely to result in many false positives being retrieved, because of the use of identical programming language specific constructs and keywords. To address this problem, we make use of an abstract syntax tree (AST) representation of the source code documents. While the IR approach is efficient, it is essentially unsupervised in nature. To further improve its effectiveness, we apply a supervised classifier (pre-trained with features extracted from sample plagiarized source code pairs) on the top ranked retrieved documents. We report experiments on the SOCO-2014 dataset comprising 12K Java source files with almost 1M lines of code. Our experiments confirm that the AST based approach produces significantly better retrieval effectiveness than a standard BoW representation, i.e., the AST based approach is able to identify a higher number of plagiarized source code documents at top ranks in response to a query source code document. The supervised classifier, trained on features extracted from sample plagiarized source code pairs, is shown to effectively filter and thus further improve the ranked list of retrieved candidate plagiarized documents.  相似文献   

The debate over the National Curriculum for history in England and Wales, 198990: the role of the press     

Gareth Elwyn Jones 《Curriculum Journal》2013,24(3):299-322

The construction of a history curriculum for England and for Wales under the terms of the 1988 Education Reform Act occasioned more debate in the media than any other subject in the National Curriculum. The links between the content of a history syllabus and perceptions within both nations of the part this plays in moulding national spirit made this inevitable. The disparity of view between the two groups charged with devising the syllabus and the government, particularly the Prime Minister, heightened the tension. This article explores the way in which consequent political, professional and public discussion was covered in the whole range of national newspapers. It is argued that the failure of the London press to comprehend the situation in Wales reduced significantly its appreciation of the processes involved in the making of the history curriculum.  相似文献   

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective     

Bart Rienties  Bas Giesbers  Simon Lygo-Baker  Hoi Wah Serena Ma  Roger Rees 《Interactive Learning Environments》2016,24(3):539-552

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.  相似文献   

The Acquisition of Communication Skills by People with Brain Injury: Some comparisons with children with autism     

Roger J. Rees  Michelle L. Bellon 《International Journal of Disability, Development & Education》2002,49(2):175-189

This research identifies the extent to which different contexts shape and modify the language and behaviours of four people with acquired brain injury. Comparisons are made with factors which can influence the language acquisition of children with autism because it is postulated that children with autism also have a particular brain injury. The comparison does not end there as the criteria for effective management necessary to nourish the communication skills of both groups appears similar. The four contexts used to shape and evaluate the language of people with brain injury include their own home, a residential camp with maximum support and enriched activity, a post camp period with comparable support, followed by a return to their own home with very limited support. Measures of communication skills demonstrate the success of the enriched camp facility. This was characterised by planning, structured support, and expectation of success from the participants. Their motivation and ability to communicate generally far exceeded the communication skills that each person with brain injury demonstrated when organised activity and sustained support is not available.  相似文献   

Lifelong Debt: Rates of Return to Mature Study   总被引：2，自引：0，他引：2  

Muriel Egerton  & Gareth Parry 《Higher Education Quarterly》2001,55(1):04-27

High rates of return to first degrees have been used to justify increased student financial contributions to higher education. However, no discrete study of rates of return to mature graduates has been carried out although mature graduates now form a significant proportion of the student population. The General Household Survey 1983–1992 was used to examine the earnings of mature graduates compared with those of matriculates. The GHS yielded 616 mature graduate men in full-time work and 296 mature graduate women who were in full-time employment. It was found that the rate of return to mature male graduates was just above one per cent. With recent added costs, new male mature graduates can be forecast to make a sizeable loss on their study. Rates of return to women mature graduates were higher, between five and six per cent, and, based on these figures, the recent increased cost of mature graduate study should be covered by increased earnings. However, these calculations are based on average earnings for the modal age cohort of mature graduates. Those who are older when they complete or earn below the average (a large percentage) will not recoup the costs of study.  相似文献   

Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption     

Rees Lewis  Daniel G.  Gerber  Elizabeth M.  Carlson  Spencer E.  Easterday  Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982

Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,...  相似文献   

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching     

Carol A. B. Rees  Wolff-Michael Roth 《International Journal of Science Education》2019,41(5):586-606

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.  相似文献