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1.
Antonio Dello Iacono Domenico Martone Alessandro Moura Zagatto Yoav Meckel Mahmood Sindiani Mirjana Milic 《Journal of sports sciences》2018,36(1):14-22
This study aimed to investigate the effect of contact (C-SSG) and no-contact (NC-SSG) handball small-sided games (SSGs) on motion patterns and physiological responses of elite handball players. Twelve male handball players performed 10 C-SSG and 10 NC-SSG while being monitored through the heart rate (HR) and rate of perceived exertion (RPE) as physiological responses and time-motion activities profile using video-match analysis. Both game conditions resulted in similar HR responses (P > 0.05), but the NC-SSG led to a higher RPE scores. The time-motion activity analysis featured NC-SSG with a greater amount of walking (855.6 ± 25.1 vs. 690.6 ± 35.2 m) and backward movements (187.5 ± 12.3 vs. 142.5 ± 8.7 m) combined with fast running (232.3 ± 8.5 vs. 159.7 ± 5.7 m) and sprinting (79.5 ± 4.7 vs. 39.7 ± 3.7 m) activities (P < 0.001). Conversely, C-SSG had a higher percentage of jogging and sideway movements associated with greater frequency of jumping (0.87 ± 0.09 vs. 0.31 ± 0.06 nr) and physical contact (1.82 ± 0.55 vs. 0.25 ± 0.03 nr) events (P < 0.001). No between-regimen differences were found for the number of throws (P = 0.745). In addition, the RPE was significantly correlated with fast running relative distances (r = 0.909, P < 0.001) and sprinting relative distances (r = 0.939, P < 0.001). In conclusion, this investigation showed that both C-SSG and NC-SSG in team handball can effectively represent specifically oriented exercises, according to the sport-task and the performance demands. 相似文献
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Vesna Bosilj Vukšić Mirjana Pejić Bach Aleš Popovič 《International Journal of Information Management》2013
The case(s) demonstrates the importance of business process management (BPM) and business intelligence systems (BIS) in achieving better firm performance. It has been well documented in the literature that research on the effectively usage and combination of knowledge from BPM and BIS in turbulent service environments is limited. In response, we conduct an exploratory comparative case study of four firms in banking and telecommunication industries that have implemented BPM initiative and BIS solution. Our results firstly highlight that actual results of applying BPM and BIS differ greatly from the results that were originally planned. Secondly, we find that BIS initiatives are usually driven by improving marketing and sales, while BPM initiatives are driven by improving business processes. Thirdly, we identify that there is a lack of strong commitment to using both systems for supporting performance management. 相似文献
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Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
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Meghan McCormick Christina Weiland JoAnn Hsueh Mirjana Pralica Amanda K. Weissman Lillie Moffett Catherine Snow Jason Sachs 《Child development》2021,92(4):e599-e620
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed. 相似文献
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Mirjana Franceško Jasmina Nedeljković Milan Živković Sanja Đurđić 《European Journal of Education》2020,55(4):514-527
This article provides insight into the state of higher education in Serbia, particularly in the context of reform processes based on European Higher Education Area principles. A multidimensional approach was taken, encompassing (a) a review and analysis of legal regulations relevant to the historical context of Serbia, (b) an examination of current working conditions at accredited state and private higher education institutions, (c) and a pilot survey of attitudes among the main participants in higher education teaching. The research gauged attitudes of university professors and students with work or study experiences, respectively, at both state and private higher education institutions. Specific instruments for measuring attitudes were constructed for this study. Professors' attitudes toward state and private higher education were compared through the assessment of aspects of organisational culture including work organisation, stimulating atmosphere, innovation, and creativity. Students expressed their attitudes toward state and private higher education in terms of general atmosphere, curricula, grading criteria, and student status. The results indicate that private higher education was appreciated slightly more than state higher education; both professors and students held more positive attitudes of private higher education for all dimensions investigated. 相似文献
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Ivana Lapi Dunja Rogi Matea Ivi Marina Tomi
evi Mirjana Mariana Kardum Paro Lovorka erek Ines Alpeza Viman 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)
IntroductionEffective implementation and continual compliance with ISO 15189:2012 require ongoing commitment and active involvement of laboratory staff. Our aim was to assess attitudes regarding accreditation implementation by conducting a survey in three Croatian accredited medical laboratories.Materials and methodsAn anonymous survey consisting of 34 questions was distributed either electronically or in a paper form a week prior to scheduled annual audits. Distributions of answers regarding age, work experience, laboratory workplace, and education level and according to the respective laboratory were compared.ResultsThe overall response rate was 76% (225/297). Preference towards working in an accredited laboratory and a positive attitude were revealed by 70% and 56% participants, respectively, with better process documentation as the main advantage. Only 14% of responders considered themselves completely familiar with ISO 15189:2012. Total of 68% of responders felt that accreditation increases the usual workload, with excessive paperwork as the main contributor. Half of the responders declared partial agreement that accreditation requirements and expectations were clearly explained and claimed that their suggestions were taken into account only occasionally, which was especially emphasized by technical staff. The vast majority (89%) completely follow the prescribed protocols. Only 27% consider turnaround time monitoring useful. Competence assessment is considered efficient by 41% of responders. The majority (73%) prefer an online audit in times of COVID-19.ConclusionsDespite an overall positive attitude towards accreditation, further efforts are needed in providing better education about ISO 15189:2012 for technical staff and modifying formats of competence assessment, in order to achieve better adherence to ISO 15189:2012 requirements. 相似文献
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Tamara N. Hrin Dušica D. Milenković Mirjana D. Segedinac 《International Journal of Science and Mathematics Education》2016,14(5):805-824
Many studies in the field of chemical education have emphasized the fact that students at secondary level have considerable difficulties in mastering organic chemistry contents. As a result, they choose to learn these contents in a “rote” way. Taking this fact into consideration, the first aim of our study was to help students in overcoming the aforementioned difficulties by applying new instructional tools—systemic synthesis questions [SSynQs]. To achieve the aim of our research, an experiment with two parallel groups was conducted. The experimental group was taught using [SSynQs] and the control group was taught using a traditional approach. The study included 65 students, 41 males, and 24 females, aged between 17?– 18 years. All the students attended the same high school and were taught by the instructions of the same teacher. The results showed that students from the experimental group achieved higher scores on the final testing than students from the control group. This confirmed the fact that application of [SSynQs] in the educational process improves students’ meaningful learning in organic chemistry domain. Additionally, after conducting an exploratory factor analysis of the obtained data, [SSynQs] were characterized as highly effective tools for assessing students’ meaningful understanding. Furthermore, our study has highlighted and connected two applications of [SSynQs] in the chemistry educational process. Firstly as an instructional tool and secondly as an assessment tool. The important task for future research would be to evaluate a third application of [SSynQs] as a diagnostic tool. 相似文献
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Katerina Zdravkova Mirjana Ivanovi? Zoran Putnik 《Educational technology research and development : ETR & D》2012,60(2):361-381
Web users in the 21st century are no longer only passive consumers. On a contrary, they are active contributors willing to
obtain, share and evolve information. In this paper we report our experience regarding the implementation of Web 2.0 concept
in several Computer Ethics related courses jointly conducted at two Universities. These courses have been delivered to undergraduate
and graduate students. The paper addresses main deficiencies of traditional E-learning noticed in earlier years and offers
an alternative approach based on social media and collaborative creation of joint contents. Each Web 2.0 feature directly
implemented in our courses is presented in details. Particular attention is paid to workload, student feedback and to observed
benefits and disadvantages. 相似文献
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Ivan Pribela Mirjana Ivanovi Zoran Budimac 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1076-1093
This paper discusses Svetovid, cross-platform software that helps instructors to assess the amount of effort put into practical exercises and exams in courses related to computer programming. The software was developed as an attempt at solving problems associated with practical exercises and exams. This paper discusses the design and use of Svetovid system along with the advantages it brings to both students and instructors. 相似文献