7,204 research outputs found
Interview with Nicholas Christopher, author of Somewhere in the Night: Film Noir and the American City
No full textInterview with Nicholas Christopher, author of Somewhere in the Night: Film Noir and the American Cit
Resurrecting the Author
No full textPresentation of Nicholas Wolterstorff\u27s Paper Resurrecting the Author with time after for questions beginning at 18:00
Saint Nicholas Parish Church. Shipton. Sussex
No full textShipton Green, West Itchenor, Chichester, West Sussex, South East England, Great Britai
The effects of opposed and unopposed practice environments on skill acquisition and transfer, with specific reference to non-dominant foot kicking: Examining changes in kicking kinematics, and outcome
No full textBackground: It has been accepted that the expression of football kicking behaviour is specific to the performance context, and without a defender acting as a task constraint in practice, some representative movement regulation features will not emerge. It has been suggested that practicing under certain task constraints, facilitates the development of adaptive behaviour promoting skill transfer. The aim of this study was to examine the effects of opposed and unopposed training environments on non-dominant foot kicking skill acquisition (kicking kinematics) and transfer to competitive match play.
Methods: Twenty male university outfield football players (age: 20 ± 1.54 years) were assigned to either an opposed practice or unopposed practice design group. A kinematic analysis of lower limb dominant and non-dominant short passing, and notational analysis of competitive matches were performed the weeks immediately before and after a 5-week training intervention. The training intervention aimed to promote non-dominant foot kicking using either an opposed practice or unopposed practice design. Kinematic variables (3D joint angles) were analysed with statistical parametric mapping using a 3-way mixed design ANOVA and notation analysis variables (passing usage and success rates) were analysed using a 3-way mixed design ANOVA.
Results: Changes in kicking kinematics were found most notably around the knee joint angle in the kicking, and follow through phases, however there was no interaction between time, foot, and group. In addition, the notational analysis produced no interactions for non-dominant foot usage rate. Dominant foot usage rate was greater than non-dominant foot, however, success rate did not differ between dominant and non-dominant foot passing.
Discussion: The findings of this study suggest that opposed and unopposed practice environments had similar effects on kicking kinematics and competitive match behaviours for the dominant and non-dominant feet after a 5-week training intervention. Experimental tasks must acknowledge the inherent variability of skills performed in dynamic sporting settings, sensitive enough to detect changes seen as a result of representative practice environments. In addition, the duration necessary to facilitate skill acquisition and transfer of learning through representative practice environments which afford extremely variable movement solutions due to the dynamic nature of sporting settings must be examined further. The necessity to understand the relationship between task constraints in regard to the transfer of learning must be acknowledged by practitioners and future research in order provide evidence based coaching in sport
What’s in it for us? Tutors’, tutees’ and teachers’ perceptions of outcomes in a cross-age peer tutoring project.
No full textPeer tutoring is widely used to provide learning support or as an opportunity for learning that is different and additional to the traditional model of class teaching. The objective of this study was to explore the perceived impacts of an established cross-school, cross-age peer tutoring project – the Hamilton Primary Numeracy Project – to gain a better understanding of its impacts on participants. It was hoped that findings would inform development of future iterations of the programme.
A largely interpretative approach was employed to gather research findings, before and after the 20-week programme, from ca.80 participants across 6 Oxfordshire schools. Several data collection techniques were used, including ‘Salmon’ lines, hardcopy and online questionnaires. On conclusion of the programme, audio-recorded semi-structured group interviews were used to probe areas of interest in greater depth. The constant comparative method was used to code data, from which emergent themes were identified. Themes were mapped using network analysis. School staff contributed their perceptions of programme impacts in terms of the ‘five Cs’ of positive youth development: competence, confidence, character, connection and compassion.
Salmon-line data from tutees revealed perceptions of elevated levels of maths confidence and ability across the duration of the programme, alongside improved attitudes to the subject. These findings are corroborated by their teachers’ observations. Qualitative data showed that tutees derived enjoyment from the sessions and evidenced positive impacts on their mathematical understanding, confidence, independence and resilience. Many also cited the positive impact of the tutoring environment and their relationship with the secondary tutors. Being a programme tutor appears to have impacted the secondary students’ overall development, evidenced by their many perceptions characterised as one of the ‘five Cs’ or as a different life/ social skill, such as patience, adaptability and communication.
While presenting organisational questions for HPNP facilitators, and recognising that challenges exist for schools and participants, this study provides strong evidence supporting the continuation of the programme and, potentially, the wider application of such projects
Project Data Analytics: The State of the Art and Science
No full textAbstract:
The project delivery profession is in the midst of unprecedented technological innovation. Ever-increasing complex projects and programmes combined with the arrival of new digital technologies offer a wealth of opportunities to improve project performance. Responding to those opportunities is made difficult by the unfamiliarity of many project professionals with the technologies involved and the benefits that can accrue through their use. This ‘pathfinder’ report assists project professionals by bringing together work in project data analytics to give a succinct statement of current progress. It gives a picture of what is happening now in this field gained from interviews with key stakeholders. It highlights the research APM is undertaking in this area to identify future developments of project data analytics. The lack of a common understanding of terms used in this arena is acting as a barrier to their adoption so the report begins by giving clear definitions of available digital technologies and the relationships between them. This document will be complemented with a full report on conclusion of its associated investigations.
Cite this Research:
Brookes, N., Lattuf Flores, L., Dyer, R., Stewart, I., Wang, K., & Dacre, N. (2020). Project Data Analytics: The State of the Art and Science (APM Research). Association for Project Management (APM). https://doi.org/10.5281/zenodo.462117
Heritability and Linkage Analysis of Appendicitis Utilizing Age at Onset
No full textAppendicitis usually afflicts the young, but there is a large tail in the distribution of onset age. The genetics of this disease are still not well understood. A heritability analysis and genome wide linkage analysis of a large twin dataset was undertaken. Treating age of onset of appendicitis as a censored survival trait revealed a heritability of 0.21, and found evidence of linkage to Chromosome 1p37.3. Author(s): Christopher Oldmeadow 1 * | Kerrie Mengersen 2 | Nicholas Martin 3 | David L. Duffy
Why does family law treat female genital mutilation and circumcision differently?
No full textFamily law in England and Wales draws a fundamental distinction between female genital mutilation (‘FGM’) and circumcision. The former is a criminal abuse of human rights which, for the purposes of section 31 of the Children Act 1989, can never fall within the ambit of reasonable parenting. The latter is, in principle, reasonable and is therefore not in itself a basis upon which the state can seek to intervene in family life.
It will be argued that the reasons given for this distinction in the authorities to date (reasons based on precedent, culture/religion and health/medical issues) are problematic and are not ultimately capable of explaining the distinction satisfactorily. Nevertheless, it will be further argued that a distinction can be properly justified but only when consideration is given to the fundamental nature of family law in our contemporary democratic society and that it is only with that nature in mind that the different treatment can be explained and viewed as acceptable.
In terms of contribution to the field, whilst the literature includes examples of challenges to the different treatment of the practices, it is suggested that there is a lack of sustained and detailed consideration of the reasons given for that in the specific context of family law - with there being a particular absence of focus on the fundamental nature of family law: what that may tell us about the appropriateness or otherwise of the distinction drawn between the practices and why family law might be falling short of its own expectations as to what constitutes sound reasoning
How does a partial withdrawal class for English oral language purposes affect developing perceptions of social integration in new arrival EAL children?
No full textChildren with English as an Additional Language (EAL) often struggle with the
transition when moving to a new school, where they are unable to communicate or
interact with their peers. This difficulty can often lead to social isolation and unhappiness
for these children, at a time where they are trying to rebalance their identity. Therefore,
the current study aimed to explore the link between language proficiency and social
integration and to see whether a partial withdrawal class for language learners would
affect the participants’ social integration within the classroom and wider school.
A case study approach was used for this study. The children were provided
questionnaires, and teachers and parents were interviewed before the partial withdrawal
class. The first observation of the children was also undertaken. A second and third
observation and questionnaire were conducted immediately after, and a month after the
partial withdrawal class. A second set of interviews with teachers and parents were also
completed a month after the partial withdrawal class. These research methods were
done to gain a better understanding of the parents, teachers and participants’ views of
the children's social integration.
The findings of this study suggested that the partial withdrawal class was
beneficial to the participants as it provided a safe space for the participants to practise
English without the fear of making mistakes and without the anxiety that they
experienced in the wider school. The participants appeared to become more engaged in
their work, more willing to volunteer answers and speak to their peers in the classroom.
However, there was a discrepancy between whether the underlying factors of anxiety
and confidence began to return for the children following the partial withdrawal class.
The study is not generalizable due to the small sample size and single research
setting. It also does not fully account for the multitude of other variables that played a
role in the participants’ lives. However, it does suggest that partial withdrawal classes are
a useful method for EAL new arrivals in improving their language skills and speeding up
their social integration
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