排序方式： 共有7条查询结果，搜索用时 15 毫秒
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Michail Lubomirov Michailov Jiří Baláš Stoyan Kolev Tanev Hristo Stoyanov Andonov Jan Kodejška Lee Brown 《Research quarterly for exercise and sport》2018,89(2):246-254
Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r2 = .48 and r2 = .42 for sport climbing; r2 = .66 and r2 = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r2 = .42) and bouldering ability (r2 = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability. 相似文献
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Using the critical work of Andreas Kazamias on the history and methods of comparative education as conceptual framework, we investigate the education (over a 200-year period) of the Slovak Roma. We position our story as paradigmatic of the dual processes of enlightenment and obscurantism with which we are familiar in thinking about the history of racial violence. The article describes the encounter of a young British doctor, Richard Bright, with Roma and Slovaks in 1814, and explores the Enlightenment thinking about Roma in specific, and race in general, in Bright’s travelogue. We juxtapose these historical investigations with qualitative findings from research conducted recently in the same region of Slovakia. Our goal is to show that Kazamias’s calls for a return to the historical in educational research, and greater attention to the “paideia of the soul,” have relevance in considering the discouraging past and present of Roma in Slovak schools and society. 相似文献
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Tan Esther de Weerd Jacob Gerolf Stoyanov Slavi 《Educational technology research and development : ETR & D》2021,69(2):607-626
Educational technology research and development - Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction.... 相似文献
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Ivar Vermeulen Camiel J. Beukeboom Anika Batenburg Arthur Avramiea Dimo Stoyanov Bob van de Velde 《Communication methods and measures》2015,9(4):253-279
Publication bias promotes papers providing “significant” findings, thus incentivizing researchers to produce such findings. Prior studies suggested that researchers’ focus on “p < .05” yields—intentional or unintentional—p-value misreporting, and excess p-values just below .05. To assess whether similar distortions occur in communication science, we extracted 5,834 test statistics from 693 recent communication science ISI papers, and assessed prevalence of p-values (1) misreported, and (2) just below .05. Results show 8.8% of p-values were misreported (74.5% too low). 1.3% of p-values were critically misreported, stating p < .05 while in fact p > .05 (88.3%) or vice versa (11.7%). Analyzing p-value frequencies just below .05 using a novel method did not unequivocally demonstrate “p-hacking”—excess p-values could be alternatively explained by (severe) publication bias. Results for 19,830 p-values from social psychology were strikingly similar. We conclude that publication bias, publication pressure, and verification bias distort the communication science knowledge base, and suggest solutions to this problem. 相似文献
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The language of school is very often an obstacle to the successful education of indigenous, migrant, and minority children. One such group in Europe, the Romani, constitutes an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. Notwithstanding its virtues, rights-based advocacy for language minority children has not fulfilled its promise of educational justice: we propose that Sen’s comparative capabilities approach is a better approach. We raise preliminary questions about (a) the unique linguistic situation for Romani youth in contemporary Europe, and (b) about the advantages of using Sen’s capabilities approach as a conceptual tool for this investigation, and for investigations of other situations where linguistic minorities face persistent social injustice. We will attempt this through the investigation of a recent case of discrimination against Romani children on the basis of language, adjudicated by the European Court of Human Rights (ECtHR). 相似文献
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