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1.
Liang-Ching Tsai Yi-An Ko Kyle E. Hammond John W. Xerogeanes Gordon L. Warren Christopher M. Powers 《Journal of sports sciences》2017,35(24):2405-2411
Although most ACL injury prevention programmes encourage greater hip and knee flexion during landing, it remains unknown how this technique influences tibiofemoral joint forces. We examined whether a landing strategy utilising greater hip and knee flexion decreases tibiofemoral anterior shear and compression. Twelve healthy women (25.9 ± 3.5 years) performed a drop-jump task before and after a training session (10–15 min) that emphasised greater hip and knee flexion. Peak tibiofemoral anterior shear and compressive forces were calculated using an electromyography (EMG)-driven knee model that incorporated joint kinematics, EMG and participant-specific muscle volumes and patella tendon orientation measured using magnetic resonance imaging (MRI). Participants demonstrated a decrease in peak anterior tibial shear forces (11.1 ± 3.3 vs. 9.6 ± 2.7 N · kg?1; P = 0.008) and peak tibiofemoral compressive forces (68.4 ± 7.6 vs. 62.0 ± 5.5 N · kg?1; P = 0.015) post-training. The decreased peak anterior tibial shear was accompanied by a decrease in the quadriceps anterior shear force, while the decreased peak compressive force was accompanied by decreased ground reaction force and hamstring forces. Our data provide justification for injury prevention programmes that encourage greater hip and knee flexion during landing to reduce tibiofemoral joint loading. 相似文献
2.
据国际上的最新研究成果 ,论述了在全球环境变化引起的UV -B辐射过程中 ,植物对UV -B信号的感受和传导机理 ,其中包括细胞中UV -B信号受体 ,各种信号分子 (诸如活性氧、水杨酸、茉莉酸、乙烯和一氧化氮等 )的级联放大传递以及对于基因表达活性的影响 ,提出了UV -B胁迫信号传递的信号分子级联模型 ,从而为有效防护环境变化引起的UV -B辐射增强对于植物体的伤害提供理论依据 相似文献
3.
在游泳教学中对大学生进行社会化教育的思考 总被引：1，自引：0，他引：1
探讨了对现代大学生实施社会化教育的意义,在剖析人的社会化内涵的基础上,提出在游泳教学中,应注重从以下从增强学生体质的角度出发,从发展学生的非智力因素出发。从发展学生的智力因素的角度出发,以及从培养学生遵守社会规范的意识以及确立正确的社会角色的角度出发,加强对大学生进行社会化教育。具体培养策略包括:1)树立正确的教学指导思想,完全打破教学唯技能论,建立多重的教学目标;2)提高教师的教学、教育能力;3)改善教学内容、方法与组织,游泳教学内容要综合多样化;4)改变以往的单纯的评价体系,建立科学的评价体系。 相似文献
4.
技术促进学习的模式在悄然发生变化,同时,我们也面临一些问题：教师的技能、经验不足,学生对技术不同的接受程度,技术方面不成熟、不完善。由此提出：为教师的教学提供支持,增强教师使用技术的能力;对学生进行调查,了解学生情况;提倡一种多元的软件开发模式。 相似文献
5.
谭九生 《上海体育学院学报》2011,35(6)
体育社团惩戒权约束的对象是社团成员,对体育社团外部成员并无约束力.其规范的行为是体育社团成员的违法行为及与职业有关的不当行为.不包括与职业无关的不当行为.体育社团惩戒规则不可设置有关限制社团成员生命权、人身自由权的惩戒种类,这属于"加强型"法律保留;惩罚金、公开谴责、取消会员资格、终身禁赛、取消注册资格等惩戒种类,可先由国家法律作出原则性规定,后由体育社团惩戒规则具体化,这属于"框架性"法律保留;体育社团无需法律保留可自行创设的惩戒种类,包括警告、训诫、内部通报批评、一定期限的暂停执业资格、剥夺社团章程所赋予的利益等. 相似文献
6.
Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning 
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下载免费PDF全文 A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists. 相似文献
7.
Oyelami Olufemi Moses 《美中教育评论》2008,5(11):22-27
More recent motivational research focuses on the identification of effective techniques for enhancing instructional design and meeting the needs of diverse student populations （Wlodkowski R. J., 1981）. Learning-motivation researchers are applying some of the same theories and concepts found to be effective in industry to the development of motivational models that enhance the teaching-learning environment. One of such models is the Attention Relevance Confidence Satisfaction （ARCS） model of motivational design developed by John M. Keller （Small Ruth V., 2007）. The continuous improvement in handheld devices technologies has led to a new learning paradigm called mobile learning which involves the delivery of learning contents to learners utilizing mobile computing devices. Handheld devices, however, have constraints which limit their use for effective learning. Towards improving the effectiveness of mobile learning is a new mobile learning model proposed by Shih on which instructional designs for mobile learning can be based to facilitate mobile learning design and to achieve better mobile learning outcomes （Yushin E. Shih ＆ Dennis Mills, 2007）. Shih＇s model is based on Graphical User Interface （GUI）. This paper presents an enhanced Shih＇s model for effective mobile learning outcome in a university environment by making provision for instructional design to include online library search for both e-books and audio books using collaborative filtering algorithm to aid the search and posting and reading of testimonials about positive mobile learning outcomes so as to encourage other mobile learners. It also incorporates the use of Voice User Interface （VUI） to access the learning portal in order to overcome mobile devices interface limitations in addition to Graphical User Interface （GUI） proposed by Shih, so as to cater for the learning needs of the blind and the visually impaired. 相似文献
8.
为了克服现有核磁共振成像实验仪不能很好地满足直观实验教学需要之不足,同时为小样品小范围测试进行科学研究提供方便,并为教学单位提供价格相对低廉的产品.利用核磁共振成像的基本原理,采用NMI20型台式核磁共振成像仪,研究如何开展核磁共振成像技术教学实验问题.开发了涉及共振频率、脉冲序列、相位编码、加权成像、射频功放等内容的26个实验.作为教学实验设备,该成像仪备具有直观的界面以及成像过程的开放性,能使学生深入掌握核磁共振的原理、结构及其硬件系统,教学效果良好. 相似文献
9.
桂维玲 《实验室研究与探索》2008,27(11)
用超顺磁性氧化铁制备磁共振造影剂的报道较多,其中的磁粒均为Fe3O4。本文提出了用Fe2O3的可行性,并根据超顺磁性理论推导出两种微粒显示超顺磁现象的临界尺寸理论值分别为24.8nm、31.6 nm,在1.5T磁共振磁场中的临界值为7.1 nm、11.1 nm;根据磁学理论,分析了磁共振造影剂稳定的机理;推导出在磁共振磁场中,两者在造影剂中稳定悬浮的极限尺寸为13.3 nm、14 nm。得出在造影剂中,两者既能稳定悬浮又具有超顺磁性的临界尺寸为7.1 nm、11.1 nm的结论。同时分析了两者用做磁共振胃肠造影剂的优劣点。 相似文献
10.
专长的大量实证研究为智力的增长观即通过努力可以改善智力提供了依据,从智力的增长观引出了社会化智力的概念,社会化智力就是这样一种可以通过努力加以改变的智力,它包含一系列信念、技能和思维习惯;而基于努力的教育正可以培养社会化智力,构建基于努力的教育体系可以从学习、教学和评价等方面着手。社会化智力的观念以及基于努力的教育对于我国当前教育改革有着重要的理论和实践指导意义。 相似文献