Death and dissection in Belgium     

Jones  Ross L. 《Metascience》2021,30(1):53-55

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The kinematic differences between accurate and inaccurate squash forehand drives for athletes of different skill levels     

Benjamin K. Williams  Ross H. Sanders  Joong Hyun Ryu  Philip Graham-Smith  Peter J. Sinclair 《Journal of sports sciences》2020,38(10):1115-1123

ABSTRACT

To maintain the accuracy of squash shots under varying conditions, such as the oncoming ball’s velocity and trajectory, players must adjust their technique. Although differences in technique between skilled and less-skilled players have been studied, it is not yet understood how players vary their technique in a functional manner to maintain accuracy under varying conditions. This study compared 3-dimensional joint and racket kinematics and their variability between accurate and inaccurate squash forehand drives of 9 highly skilled and 9 less-skilled male athletes. During inaccurate shots, less-skilled players hit the ball with a more open racket, demonstrating a difference in this task-relevant parameter. No joint kinematic differences were found for accuracy for either group. Coordinated joint rotations at the elbow and wrist both displayed a “zeroing-in” effect, whereby movement variability was reduced from the initiation of propulsive joint rotation to a higher consistency at ball-impact; potentially highlighting the “functionality” of the variability prior to the impact that enabled consistent task-relevant parameters (racket orientation and velocity) under varying conditions. Further, highly skilled players demonstrated greater consistency of task-relevant parameters at impact than less-skilled players. These findings highlight the superior ability of highly skilled players to adjust their technique to achieve consistent task-relevant parameters and a successful shot.  相似文献   

Static and dynamic accuracy of a magnetic-inertial measurement unit used to provide racket swing kinematics     

Benjamin Kane Williams  Ross H. Sanders  Joong Hyun Ryu  Pitre C. Bourdon  Philip Graham-Smith  Peter J. Sinclair 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):202-214

Magnetic-inertial measurement units (MIMUs) are becoming more prevalent in sports biomechanics and may be a viable tool to evaluate kinematic parameters. This study examined the accuracy of a MIMU to estimate orientation angles under static conditions and dynamically from a squash racket during a forehand drive shot. A MIMU was mounted onto a goniometer and moved through 0–90°, with static data collected at 10° increments during 10 repetitions of all three axes. Typical error analyses showed the MIMU to be very reliable (TE ≤ 0.03°). MIMU accuracy was determined via intraclass correlation coefficients (ICC) (r > 0.999, p < 0.001). An ordinary least products regression showed no proportional bias and minimal fixed bias for all axes. Dynamic accuracy was assessed by comparing MIMU and optical motion capture data of squash racket swing kinematics. A MIMU was fixed onto a racket and 10 participants each hit 10 forehand shots. Mean orientation angle error at ball impact was <0.50° and ICC showed very high correlations (r ≥ 0.988, p < 0.001) for all orientations. Swing phase root mean squared errors were ≤2.20°. These results indicate that a MIMU could be used to accurately and reliably estimate selected racket swing kinematics.  相似文献   

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities     

Convertini  Josephine 《Research in Science Education》2021,51(1):171-186

The implementation of Science, Technology, Engineering, and Mathematics (STEM) at school is one of the challenges of education in the twenty-first century, especially concerning the development of critical thinking during argumentative interactions. In this paper, I refer to an interdisciplinary approach with the aim to analyze the implicit inferential reasoning emerging in argumentative discussions among children during scientific activities. The study involved 25 preschool children at a kindergarten engaged in three problem solving tasks. The first activity was to build a tunnel, the second to build a bridge—both with the use of Lego©—and the third to build an hourglass with recycled materials. The tasks were video-recorded and the discussions transcribed. The analysis implied different steps: first, I identified the argumentative structure of each exchange according to the pragma-dialectical approach; then, I found the implicit premises using the Argumentum Model of Topics; afterward, I analyzed the argumentative discussions according to a sociocultural approach. The findings show a predominance of arguments based on causal relationships and indicate how children reason regarding complex aspects of a problem, such as the negative consequences of an action, the adequacy of the available tools, and the (possible) future conditions connected to the scientific activity they are involved in. The study opens a possibility to shift from how to implement STEM activities to what children already do when engaged in scientific tasks. It also encourages the adoption of an interdisciplinary approach to investigating the complex process of argumentation in preschool children.

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College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation     

Margaret E. Ross  Samuel B. Green  Jill D. Salisbury-Glennon  Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

Using a hypertext environment for teaching process writing: An evaluation study of three student groups     

Linda Lohr  Steven M. Ross  Gary R. Morrison 《Educational technology research and development : ETR & D》1995,43(2):33-51

The present research consisted of a comprehensive evaluation of a hypertext model for teaching process writing at the junior high and high school level. Interests were to determine how two teachers and three different age groups of students used and reacted to the model, specifically, its embedded design features of model stories, note cards, idea buttons, mini-lessons, branching buttons, and cut-and-paste-tools. Results showed applications of the embedded features to vary based on teacher attitudes, feature attributes (e.g., ease of use and appeal), and student characteristics. Older students made more usage of many of the features, but were less positive about the hypertext model given their greater involvement with completing writing assignments rather than with exploring new forms of writing. The implications of the results are discussed regarding the instructional design and classroom implementation of new technologies for teaching process writing strategies.This study was conducted as a doctoral dissertation completed by the first author at the University of Memphis under the supervision of the second and third authors.  相似文献   

Convention special     

Steven M. Ross  Gary R. Morrlson 《TechTrends》1991,36(1):66-68

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Improving numeracy outcomes for children through community action research     

Josephine Bleach 《Educational Action Research》2015,23(1):22-35

Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children.  相似文献   

Reliability of horizontal force–velocity–power profiling during short sprint-running accelerations using radar technology     

Kim David Simperingham  John B. Cronin  Simon N. Pearson  Angus Ross 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):88-99

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Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle     

Danielle K. Ross  Jennifer L. Cartier 《Journal of Science Teacher Education》2015,26(6):573-591

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