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1.
S Grant T Hasler C Davies T C Aitchison J Wilson A Whittaker 《Journal of sports sciences》2001,19(7):499-505
There is limited information on the anthropometry, strength, endurance and flexibility of female rock climbers. The aim of this study was to compare these characteristics in three groups of females: Group 1 comprised 10 elite climbers aged 31.3 +/- 5.0 years (mean +/- s) who had led to a standard of 'hard very severe'; Group 2 consisted of 10 recreational climbers aged 24.1 +/- 4.0 years who had led to a standard of 'severe'; and Group 3 comprised 10 physically active individuals aged 28.5 +/- 5.0 years who had not previously rock-climbed. The tests included finger strength (grip strength, finger strength measured on climbing-specific apparatus), flexibility, bent arm hang and pull-ups. Regression procedures (analysis of covariance) were used to examine the influence of body mass, leg length, height and age. For finger strength, the elite climbers recorded significantly higher values (P < 0.05) than the recreational climbers and non-climbers (four fingers, right hand: elite 321 +/- 18 N, recreational 251 +/- 14 N, non-climbers 256 +/- 15 N; four fingers, left hand: elite 307 +/- 14 N, recreational 248 +/- 12 N, non-climbers 243 +/- 11 N). For grip strength of the right hand, the elite climbers recorded significantly higher values than the recreational climbers only (elite 338 +/- 12 N, recreational 289 +/- 10 N, non-climbers 307 +/- 11 N). The results suggest that elite climbers have greater finger strength than recreational climbers and non-climbers. 相似文献
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David Aitchison 《Children‘s Literature in Education》2018,49(1):47-60
This article discusses contemporary American school stories that appear to advocate learning and literacy as a democratic good, but actually undermine democratic possibilities by teaching young readers to think of academic inquiry as a means to selfish, petty ends. Since “learning” and “literacy” are catchwords for educators dedicated to remedying neoliberal inequities, it is understandable why authors of school fiction such as Andrew Clements and Tommy Greenwald are celebrated by educators for foregrounding the exploits of bookish characters. Yet, as is shown, the narrative arcs in works such as Frindle by Clements and Charlie Joe Jackson’s Guide to Not Reading by Greenwald ultimately endorse the market consciousness, deregulation, and excessive individualism for which neoliberalism is known. Examining the ways in which these two novels intersect with ongoing debates over literacy standards, learning outcomes, and academic honesty, it is argued that the didactic-pedagogical imagination in contemporary American fiction for young people has a biased conception of student development and life preparedness, ideologically at odds with democratic curriculum provision. 相似文献
3.
Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies. 相似文献
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A Murray TC Aitchison G Ross K Sutherland I Watt D McLean 《Journal of sports sciences》2013,31(9):927-935
The aim of this study was to compare sprint performance over 10 and 20?m when participants ran while towing resistances, weighing between 0 and 30% of body mass. The sample of 33 participants consisted of male rugby and soccer players (age 21.1?±?1.8 years, body mass 83.6?±?13.1?kg, height 1.82?±?0.1?m; mean?±?s). Each participant performed two sets of seven sprints over 20?m using a Latin rectangular design. The times were recorded at 10 and 20?m using electronic speed gates. The sprints of 13 players were video-recorded to allow calculation of stride length and frequency. For both sprints, a quadratic relationship was observed between sprint time and resistance as sprint time increased from 2.94?s to 3.80?s from 0 to 30% resistance. This relationship was statistically significant but considered not to be meaningful for performance because, over the range of resistances used in this study, the quadratic model was never more than 1% (in terms of sprint time) from the linear model. As resistance increased, the stride length shortened, with mean values of 1.63?±?0.13?m at 0% body mass and 1.33?±?0.13?m at 30% of body mass. There was no significant change in stride frequency with increasing resistance. The results show that in general there is an increase in sprint time with an increase in resistance. No particular resistance in the range tested (0?–?30%) can be recommended for practice. 相似文献
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Physiological determinants of climbing-specific finger endurance and sport rock climbing performance 总被引：1，自引：1，他引：0
MacLeod D Sutherland DL Buntin L Whitaker A Aitchison T Watt I Bradley J Grant S 《Journal of sports sciences》2007,25(12):1433-1443
The aim of the study was to examine several physiological responses to a climbing-specific task to identify determinants of endurance in sport rock climbing. Finger strength and endurance of intermediate rock climbers (n = 11) and non-climbers (n = 9) were compared using climbing-specific apparatus. After maximum voluntary contraction (MVC) trials, two isometric endurance tests were performed at 40% (s = 2.5%) MVC until volitional exhaustion (continuous contractions and intermittent contractions of 10 s, with 3 s rest between contractions). Changes in muscle blood oxygenation and muscle blood volume were recorded in the flexor digitorum superficialis using near infra-red spectroscopy. Statistical significance was set at P < 0.05. Climbers had a higher mean MVC (climbers: 485 N, s = 65; non-climbers 375 N, s = 91) (P = 0.009). The group mean endurance test times were similar. The force-time integral, used as a measure of climbing-specific endurance, was greater for climbers in the intermittent test (climbers: 51,769 N x s, s = 12,229; non-climbers: 35,325 N x s, s = 9724) but not in the continuous test (climbers: 21,043 N x s, s = 4474; non-climbers: 15,816 N x s, s = 6263). Recovery of forearm oxygenation during rest phases (intermittent test) explained 41.1% of the variability in the force-time integral. Change in total haemoglobin was significantly greater in non-climbers (continuous test) than climbers (P = 0.023--40% test timepoint, P = 0.014--60% test timepoint). Pressor responses were similar between groups and not related to the force-time integral for either test. We conclude that muscle re-oxygenation during rest phases is a predictor of endurance performance. 相似文献
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Jim Aitchison 《声屏世界》2012,(7):60
"Someone I did work with and truly admire: the one and only Peter Soh,a great Chinese creative.Peter and I developed some campaigns that ran in both Chinese and English,and had a lot of fun doing so. 相似文献
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Elizabeth Davis Thomas Aitchison Eric Allen Carrie Gomez Sheree Laird Kaja Raczyńska 《Community College Journal of Research & Practice》2013,37(2):192-198
Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap. 相似文献
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The discourse concerning teaching and learning for international students in Australia has been dominated by a cultural‐deficit approach. Proponents of this perspective argue that many international students bring with them learning experiences which are inadequate in the Australian context. These experiences have favoured rote, reproductive, surface, teacher‐centred and dependent approaches to learning; which lack analytical and critical perspectives; and which have occurred in contexts dominated by examinations and substantially lacking in educational resources. More recently, other research has challenged these stereotypes of international students, particularly regarding students from Confucian‐heritage cultures. This paper examines these stereotypes in relation to international students from India, through the use of a review of the available literature on Indian higher education and the analysis of the undergraduate learning experiences of a group of postgraduate students studying at a large Australian metropolitan university. It concludes that while some aspects of the stereotype may apply to Indian undergraduate education, most aspects of the cultural‐deficit perspective are problematic in that context, and a more contextualised approach is of greater use in understanding and describing the diversity of undergraduate learning in India. 相似文献