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Omer Ari 《Community College Journal of Research & Practice》2013,37(7):685-689
An increasing number of college students enrolling with poor reading fluency and comprehension skills pose a significant challenge to the college reading field in the absence of a strong understanding of the construct of reading fluency and its instruction. In order to contribute to this area of college reading, this article discusses instructional components that have been found to be effective in previous research in terms of their effectiveness and applicability for building fluent reading skills in struggling college readers. 相似文献
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Sudhir Kurl Sae Young Jae Timo H.Makikallio Ari Voutilainen Magnus J.Hagnas Jussi Kauhanen Jari A.Laukkanen 《运动与健康科学(英文)》2022,11(2):266-271
Background:Little is known about exercise cardiac power(ECP),defined as the ratio of directly measured maximal oxygen uptake with peak systolic blood pressure during exercise,on heart failure(HF)risk.We examined the association of ECP and the risk of HF.Methods:This was a population-based cohort study of 2351 men from eastern Finland.The average time to follow-up was 25 years.Participants participated at baseline in an exercise stress test.A total of 313 cases of HF occurred.Results:Men with low ECP(<9.84 mL/mmHg,the lowest quartile)had a 2.37-fold(95%confidence interval(95%CI):1.68-3.35,p<0.0001)hazards ratio of HF as compared with men with high ECP(>13.92 mL/mmHg,the highest quartile),after adjusting for age.Low ECP was associated with a 1.96-fold risk(95%CI:1.38-2.78,p<0.001)of HF after additional adjustment for conventional risk factors.After further adjustment for left ventricular hypertrophy,the results hardly changed(hazards ratio=1.87,95%CI:1.31-2.66,p<0.001).One SD increase in ECP(3.16 mL/mmHg)was associated with a decreased risk of HF by 28%(95%CI:17%-37%).Conclusion:ECP provides a noninvasive and easily available measure from cardiopulmonary exercise tests in predicting HF.However,ECP did not provide additional value over maximal oxygen uptake. 相似文献
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The aim of this study was to investigate videos as potential triggers of behavior. Therefore, we applied the theories of triggers and media richness to learn about the triggering efficiency of mobile marketing videos on participants’ behavioral intentions. The experiment involved three distinct test groups, each comprising 41 student participants. From the perspective of media richness theory, we observed that the different kinds of videos had quite similar effects in terms of triggering behavioral changes. However, the mechanisms explaining why triggers were present differed for each video. Further, the results reveal that the consumer's position in the information search process was the most significant reason for the triggering of any kind of effect. In addition, the instructionally designed videos were able to exert an affective triggering effect: the more participants liked the video, the more it affected their participation intention and recall scores. This study extends the media richness research by demonstrating that the effects of media richness can vary within technically similar videos, as they form different logical connections among non-verbal visual cues related to a video's storyline. 相似文献
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Ari Wahlstedt Samuli Pekkola Marketta Niemelä 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1020-1030
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place. 相似文献
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Antikainen Ari 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):352-353
International Review of Education - 相似文献
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Bahram Vazirnezhad Farshad Almasganj Seyed Mohammad Ahadi Ari Chanen 《浙江大学学报(A卷英文版)》2009,10(10):1461-1475
Speaker variability is an important source of speech variations which makes continuous speech recognition a difficult task. Adapting automatic speech recognition （ASR） models to the speaker variations is a well-known strategy to cope with the challenge, Almost all such techniques focus on developing adaptation solutions within the acoustic models of the ASR systems. Although variations of the acoustic features constitute an important portion of the inter-speaker variations, they do not cover variations at the phonetic level. Phonetic variations are known to form an important part of variations which are influenced by both micro-segmental and suprasegmental factors. Inter-speaker phonetic variations are influenced by the structure and anatomy of a speaker＇s articulatory system and also his/her speaking style which is driven by many speaker background characteristics such as accent, gender, age, socioeconomic and educational class. The effect of inter-speaker variations in the feature space may cause explicit phone recognition errors. These errors can be compensated later by having appropriate pronunciation variants for the lexicon entries which consider likely phone misclassifications besides pronunciation. In this paper, we introduce speaker adaptive dynamic pronunciation models, which generate different lexicons for various speaker clusters and different ranges of speech rate. The models are hybrids of speaker adapted contextual rules and dynamic generalized decision trees, which take into account word phonological structures, rate of speech, unigram probabilities and stress to generate pronunciation variants of words. Employing the set of speaker adapted dynamic lexicons in a Farsi （Persian） continuous speech recognition task results in word error rate reductions of as much as 10.1% in a speaker-dependent scenario and 7.4% in a speaker-independent scenario. 相似文献
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Ari Naimark 《European Journal of Engineering Education》2002,27(1):77-103
The paper presents a new linear algebra course specifically tailored by the author to cater for the exigencies of engineering-oriented students, in general, and for the conditions at his institution, in particular. After a brief analysis of existing linear algebra courses, the clear advantages, structure and main features of this new course together with first experiences of teaching it, are presented. 相似文献
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In this essay, the researchers explore the careers of four foundational figures in sport management, who received training as historians. Drawing on a wide range of primary and secondary sources, we illustrate how Earle Zeigler, Guy Lewis, Stephen Hardy, and Lawrence Fielding helped create the field of Sport Management with insights drawn from business historians, especially those at the Harvard Business School. Overall, we claim that sport business history can serve to help frame much of the field and is vitally relevant to the study of the sports industry. Furthermore, we advocate that the study of history be included as a prominent area within sport management curriculums. To support this assertion, we elucidate the importance of the historical case-study approach to sport management. 相似文献
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Ari Sutinen Arto Kallioniemi Sami Pihlström 《Religious education (Chicago, Ill.)》2013,108(3):329-348
The focus of the article is on how a new approach to religious education (RE) in diversified societies can be constructed on the basis of the theory of pedagogical transaction presented by John Dewey. Reflections of developing RE are very current in Western secularized societies. We believe that Dewey's pragmatist philosophy of education and philosophy of religion are still highly relevant to RE. The article consists of three sections: (1) contemporary discussions of RE, (2) reflections on Dewey's philosophy of religion, especially religious experience, and (3) the implementations of Dewey's theory to RE. We conclude by applying pedagogical transaction theory to current challenges in order to design new models of RE in diversified societies. Accordingly, we construct a theory of RE for democratic, multifaith societies that are based on mutual understanding, respect, and recognition of active citizens living in diversified society. 相似文献