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1.
Taeyou Jung Yumi Kim Hyosok Lim Konstantinos Vrongistinos 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):297-307
The purpose of this study was to investigate kinematic and spatiotemporal variables of aquatic treadmill walking at three different water depths. A total of 15 healthy individuals completed three two-minute walking trials at three different water depths. The aquatic treadmill walking was conducted at waist-depth, chest-depth and neck-depth, while a customised 3-D underwater motion analysis system captured their walking. Each participant’s self-selected walking speed at the waist level was used as a reference speed, which was applied to the remaining two test conditions. A repeated measures ANOVA showed statistically significant differences among the three walking conditions in stride length, cadence, peak hip extension, hip range of motion (ROM), peak ankle plantar flexion and ankle ROM (All p values < 0.05). The participants walked with increased stride length and decreased cadence during neck level as compared to waist and chest level. They also showed increased ankle ROM and decreased hip ROM as the water depth rose from waist and chest to the neck level. However, our study found no significant difference between waist and chest level water in all variables. Hydrodynamics, such as buoyancy and drag force, in response to changes in water depths, can affect gait patterns during aquatic treadmill walking. 相似文献
2.
ABSTRACTThe basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school. 相似文献
3.
Ivan Bradaric Athina P. Petropulu Konstantinos I. Diamantaras 《Journal of The Franklin Institute》2002,339(2):161-187
Higher-order statistics (HOS) are well known for their robustness to additive Gaussian noise and ability to preserve phase. HOS estimates, on the other hand, have been criticized for high complexity and the need for long data in order to maintain small variance. Since rank reduction offers a general principle for reduction of estimator variance and complexity, we consider the problem of designing low-rank estimators for HOS. We propose three methods for choosing the transformation matrix that reduces the mean-square error (MSE) associated with the low-rank HOS estimates. We also demonstrate the advantages of using low-rank third-order moment estimates for blind system estimation. Results indicate that the full rank MSE corresponding to some data length N can be attained by a low-rank estimator corresponding to a length significantly smaller than N. 相似文献
4.
This research, carried out in Greece on pupils aged 12–16, focuses on the transformation of their representations concerning
light emission and image formation by extended light sources. The instructive process was carried out in two stages, each
one having a different, distinct target set. During the first stage, the appropriate conflict conditions were created by contrasting
the subjects’ predictions with the results of experimental situations inspired by the History of Science, with a view to destabilizing
the pupils’ alternative representations. During the second stage, the experimental teaching intervention was carried out;
it was based on the geometrical optics model and its parameters were derived from Kepler’s relevant historic experiment. For
the duration of this process and within the framework of didactical interactions, an effort was made to reorganize initial
limited representations and restructure them at the level of the accepted scientific model. The effectiveness of the intervention
was evaluated two weeks later, using experimental tasks which had the same cognitive yet different empirical content with
respect to the tasks conducted during the intervention. The results of the study showed that the majority of the subjects
accepted the model of geometrical optics, that is, the pupils were able to correctly predict and adequately justify the experimental
results based on the principle of punctiform light emission. Educational and research implications are discussed.
相似文献
| Christos DedesEmail: |
5.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
6.
Gerasimos Koustourakis Konstantinos Zacharos 《British Journal of Sociology of Education》2011,32(3):369-387
The purpose of this paper is to critically examine the changes that took place in school mathematics knowledge for pupils aged six and seven (first grade of Greek elementary school) and its pedagogical approach, which took shape following the reforms of the mathematics curricula in 1982 and 2003. Our analysis is based on Bernstein’s theoretical framework on pedagogic discourse and Dowling’s theoretical framework on textual domains. The results showed that there are differences between the 1982 and 2003 reforms, in terms both of the content of mathematics knowledge, as well as of the forms of pedagogic interaction between the teacher and the pupil. 相似文献
7.
Zoe Eirini Papliaka Konstantinos S. Andrikopoulos Evangelia A. Varella 《Journal of Cultural Heritage》2010,11(4):381-391
This study examines the materials of a contemporary pictorial artwork, belonging to the Macedonian Museum of Contemporary Art in Thessaloniki (Greece), and needing conservation. The combined use of micro-FTIR and micro-Raman spectroscopy allowed the identification of almost all painting materials. Moreover, the stability of a series of synthetic pigments towards accelerated ageing is investigated in applications using the contemporary binding medium styrene-acrylic copolymer. The pigments in question are: Hansa yellow PY3 and PY74, quinacridone PV19 and PR122, naphthol AS PR112, phthalocyanine green PG7 and blue PB15, dioxazine PV37, van Dyck brown PBk11, ivory black PBk9, and titanium dioxide PW6. The organic pigments were applied alone or mixed with titanium dioxide, in rutile form or as a mixture of rutile/anatase. The experimental swatches were subjected to ageing tests, and subsequently studied as to colour changes by means of colorimetric measurements, and as to the molecular structure differentiations by infrared spectroscopy in reflectance mode. The ageing tests included exposure to high temperature and humidity (90 °C, 60% RH) and to ultraviolet radiation (350 nm, 30 °C and 50% RH, with a substantial temperature increase at 90 °C for 3 days). The greater colour difference is caused by high temperature and humidity, whereas paint layers containing TiO2, and especially the mixture of the forms rutile/anatase, prove very susceptible to ultraviolet radiation, demonstrating a significant colour difference and extended molecular changes. 相似文献
8.
Konstantinos A. Sdrolias Triandafillos A. Triandafillidis 《Educational Studies in Mathematics》2008,67(2):159-169
Students mainly perceive the transition to secondary school as an opportunity to start their school career anew. Reality often
proves them wrong, especially in the case of mathematics. In our paper, we briefly discuss children’s transition to secondary
school as both an opportunity and a problem, with reference to the Greek context. In discussions about the transition to secondary
school and its effect on the teaching and learning of mathematics, primary and secondary school teachers in Greece often depict
school mathematics as a “chain” of concepts and procedures. With this metaphor as our reference point, we discuss how ideologies
about the teaching of mathematics are enacted in both school levels. We will base our discussion on the analysis of extracts
taken from dialogues in primary and secondary school mathematics classrooms in Greece. In our analysis, we employ a Peircean
view of semiotics in an attempt to conceptualize students’ rushed introduction to rigor in justifying mathematical statements
in secondary school. These extracts are part of a longitudinal study that aimed, on the one hand, to pinpoint discontinuities
and continuities in the teaching of geometry between primary and secondary schools and, on the other, to investigate whether
a set of curriculum material that we designed could serve as a link in the teaching of geometry between the two school levels. 相似文献
9.
Angeliki Mavropoulou Vassilis Barkoukis Styliani Douka Konstantinos Alexandris Dimitris Hatzimanouil 《The Journal of educational research》2019,112(2):223-233
Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage?=?10.48 years, SD?=?0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. 相似文献
10.
Konstantinos Petridis Chrisovalantis Malesios Garyfallos Arabatzis Emmanuel Thanassoulis 《Journal of Informetrics》2013,7(2):505-521
In this paper we attempt to assess the impact of journals in the field of forestry, in terms of bibliometric data, by providing an evaluation of forestry journals based on data envelopment analysis (DEA). In addition, based on the results of the conducted analysis, we provide suggestions for improving the impact of the journals in terms of widely accepted measures of journal citation impact, such as the journal impact factor (IF) and the journal h-index. More specifically, by modifying certain inputs associated with the productivity of forestry journals, we have illustrated how this method could be utilized to raise their efficiency, which in terms of research impact can then be translated into an increase of their bibliometric indices, such as the h-index, IF or eigenfactor score. 相似文献