The application of inertial measurement units and functional principal component analysis to evaluate movement in the forward 3½ pike somersault springboard dive     

Cherie Walker  John Warmenhoven  Peter J. Sinclair 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):146-162

Based on technological and analytical advances, the capability to more accurately and finitely examine biomechanical and skill characteristics of movement has improved. The purpose of this study was to use Inertial Measurement Units (IMUs) and Functional Principal Components Analysis (fPCA) to examine the role of movement variability (assessed via angular velocity), on 2 divers (1 international level; 1 national) performing the forward 3½ pike somersault dive. Analysis of angular velocity curves during ive-flight identified 5 fPCs, accounting for 96.5% of movement variability. The national diver’s scatter plots and standard deviation of fPC scores illustrated larger magnitudes of angular velocity variability across dive flight. For fPC1 and fPC3, magnitudes of SD variability were 282.6 and 201.5, respectively. The international diver illustrated more consistent angular velocity profiles, with clustering of fPCs scores (e.g., fPC1 & 3 = SD’s of 75.2 & 68.0). To account for lower variability in the international diver, the ability to better coordinate movement sequences and functionally utilise feedback in response to initiation of the somersault position is highlighted. Overall, findings highlight how both IMUs and fPCA can more holistically and finitely examine the biomechanical and skill characteristics of movement sequences with the capability to inform athlete development.  相似文献   

Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities     

Richard Crombie  Lesley Sullivan  Kate Walker  Rebecca Warnock 《Support for Learning》2014,29(1):7-23

This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.  相似文献   

Toddlers learn and flexibly apply multiple possibilities     

Mariel K. Goddu  J. Nicholas Sullivan  Caren M. Walker 《Child development》2021,92(6):2244-2251

The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to 30-month olds (N = 104) observed evidence that was consistent with two hypotheses, each occupying a different level of abstraction (individual vs. relational causation). Results suggest that adults and toddlers identified multiple candidate causes for an effect, held these possibilities in mind, and flexibly applied the appropriate hypothesis to inform subsequent inferences. These findings challenge previous suggestions that the ability to consider multiple alternatives does not emerge until much later in development.  相似文献   

Children’s Developing Ability to Resolve Disagreements by Integrating Perspectives     

Jamie Amemiya  Caren M. Walker  Gail D. Heyman 《Child development》2021,92(6):e1228-e1241

Children live in a world where disagreement is commonplace. Although disagreement can sometimes be explained by differences in people’s reliability, disagreement may also indicate that the referent elicits multiple perspectives. The present studies (total N = 129, 5- to 12-year-old ethnically diverse U.S. children, 42% girls) examined children’s ability to resolve disagreement among two individuals by identifying referents that integrated the perspectives, and considered the extent to which any age-related change could be explained by epistemological understanding (i.e., acknowledging that two perspectives can be right). Children’s age was positively correlated with their ability to integrate perspectives, and children performed at above-chance levels by approximately 10 years of age. Age differences in integrating perspectives were partially accounted for by epistemological understanding.  相似文献   

Thinking Counterfactually Supports Children’s Evidence Evaluation in Causal Learning     

Jae Engle  Caren M. Walker 《Child development》2021,92(4):1636-1651

Often, the evidence we observe is consistent with more than one explanation. How do learners discriminate among candidate causes? The current studies examine whether counterfactuals help 5-year olds (N = 120) select between competing hypotheses and compares the effectiveness of these prompts to a related scaffold. In Experiment 1, counterfactuals support evidence evaluation, leading children to privilege and extend the cause that accounted for more data. In Experiment 2, the hypothesis that accounted for the most evidence was pitted against children’s prior beliefs. Children who considered alternative outcomes privileged the hypothesis that accounted for more observations, whereas those who explained relied on prior beliefs. Findings demonstrate that counterfactuals recruit attention to disambiguating evidence and outperform explanation when data contrast with existing beliefs.  相似文献   

Bridging form and meaning: support from derivational suffixes in word learning     

Nicola Dawson  Kathleen Rastle  Jessie Ricketts 《Journal of Research in Reading》2021,44(1):27-50

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Middle School Student Knowledge of and Attitudes Toward Synthetic Biology     

Walker  Justice T. 《Journal of Science Education and Technology》2021,30(6):791-802

Journal of Science Education and Technology - Synthetic biology is a field that leverages design, biology, engineering, and computation to genetically engineer organisms to make usable products...  相似文献   

Positing Organizational Effectiveness as a Second-Order Construct in Hong Kong Higher Education Institutions   总被引：1，自引：0，他引：1  

Kwan  Paula  Walker  Allan 《Research in higher education》2003,44(6):705-726

The study examines the relative importance of the various organizational effectiveness dimensions in higher education institutions by positing organizational effectiveness as a second-order construct. Based on the findings of a survey administered to university academics in Hong Kong universities, the second-order structure of organizational effectiveness was supported. The findings reflected that the student-related dimensions were not considered as important as the dimensions related to faculty employment and satisfaction and suggested the disproportionate influence of the governing body on universities in Hong Kong.  相似文献   

International fieldschool reciprocity: using a whole-of-university approach to create positive change in Northern Uganda     

Paul G. Munro  James T. Dhizaala  Stella Apecu Laloyo  Sebastian Oguti Oswin  Sarah Walker 《高等教育研究与发展》2019,38(7):1461-1474

ABSTRACT

International fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term.  相似文献   

Mormon Melodrama and the Syndication of Satire,from Brigham Young (1940) to South Park (2003)          下载免费PDF全文

David Walker 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):259-275

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