Maximum Speed of Female High School Runners

1987 ◽  
Vol 3 (2) ◽  
pp. 110-127 ◽  
Author(s):  
John W. Chow
Keyword(s):  
High School ◽  
Stride Frequency ◽  
Maximum Speed ◽  
Final Phase ◽  
Average Speed ◽  
Significant Difference ◽  
Female High School ◽  
Support Time

The purposes of this study were to develop a cinematographic technique to obtain selected parameters over an entire 100-m ran and to evaluate selected characteristics of the maximum speed phase (MSP) and the final phase (FP) for female high school runners. The MSP was defined as the part of the 100-m run consisting of the five consecutive strides which together have the largest average speed value, and the FP as the last 10 m of the 100-m run. Twelve sprinters with best 100-m times from 12.3 to 13.4 s served as subjects. The major findings of this study were that (a) maximum speeds of 8.0-8.4 m/s were reached 23-37 m from the start, (b) an average of 7.3% of the maximum speed was lost by the FP, (c) no significant difference was found between the average stride lengths during the MSP and the FP, (d) the average stride frequency during the FP was equal to 93% of the corresponding value during the MSP, and (e) the decrease in average speed from the MSP to the FP was associated with an increase in support time from the MSP to the FP.

scholarly journals Frustration Level of High School Students among Their Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Muddanagouda Patil ◽  
Dr. Shivakumara K
Keyword(s):  
High School ◽  
High School Students ◽  
Traditional Education ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
Montessori Education ◽  
Significant Difference ◽  
Female High School ◽  
Frustration Level

The present study aimed to assess the Frustration level of high school students among their gender in relation to their Montessori and Traditional method of education. It was hypothesized that male and female high school students of Montessori education and Traditional education have significant difference on Frustration level. In order to verify the above hypotheses a sample of 120 students were selected from high schools which offer education with Montessori (N=60) and Traditional methods (N=60) include equally male and female students. To measure variable the Frustration scale was used which is developed and standardized by Chauhan & Tiwari (1999). This scale administered individually on the subjects. The data were subjected to ‘t’ analyses and the major findings of the study revealed that following are dawn: 1. The male and female students of Montessori education obtained ‘t’ value is 0.80, which is not significant level. 2. The male and female students of Traditional education obtained ‘t’ value is 2.19, which is significant at 0.05 level. 3. There is no significant difference between the male students of Montessori and Traditional education. The obtained ‘t’ value is 1.11, which is not significant level. 4. There is significant difference between female high school students of Montessori and Traditional education. The obtained ‘t’ value is 2.98, which is highly significant at 0.01 level.

Burnout and Stress, Depression and Self-Esteem of Teachers

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1331-1336 ◽  
Author(s):  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mental Health Professionals ◽  
Self Esteem ◽  
Institutional Setting ◽  
Stress Profile ◽  
Grade School ◽  
School Teachers ◽  
Significant Difference ◽  
Female High School

33 teachers from one institutional school setting and 59 teachers from three north central school districts volunteered to complete and return Beck's Depression Scale, the Coopersmith Self-esteem Inventory—Adult Form, Stress Profile for Teachers, and the Staff Burnout Scale for Mental Health Professionals. Analysis of variance (2 × 2) for teaching level (grade and high school) by sex showed those teaching regular classrooms in grade school experienced less burnout and stress than did high school teachers. There was no sex difference. In the institutional setting there was a significant difference on burnout scores between men and women who taught high school; their scores were higher than those of the male grade school teachers. Burnout lie scores were also significantly higher for female high school teachers than for both male and female grade school teachers. Scores on stress were significantly higher for male high school teachers than for both female high school teachers and male grade school teachers.

scholarly journals The Comparison of Attribution Styles and Emotional Intelligence among the Successful and Unsuccessful Female High School Students in Ahvaz, Controlling for the Intelligence

2014 ◽  
Vol 37 ◽  
pp. 57-70 ◽  
Author(s):  
Banafsheh Hasanvand ◽  
Afsaneh Rezai Nasab ◽  
Mahnaz Rezai Nasab
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
School Students ◽  
Attribution Style ◽  
Grade Point ◽  
Significant Difference ◽  
Successful Group ◽  
Female High School ◽  
Attribution Styles

The objective of the present study was comparing attribution styles and emotional intelligence of the successful and unsuccessful female high school students in Ahvaz, controlling for the intelligence. The population of this study consisted of the successful and unsuccessful female high school students in Ahvaz. The sample of successful and unsuccessful students consisted of 50 high school students each group, who were selected randomly by multi stage sampling method. The instruments used in this study were the Attribution Styles Questionnaire (ASQ) of Seligman and Sing, Self-Rated Emotional Intelligence Inventory (SREII) of Schutt, Raven Standard Progressive Matrices and the grade point average of the students. Also, MANCOVA test was used for analyzing the data. The result of MANCOVA revealed that there was significant differences between in successful and unsuccessful students attribution styles (and its subscales) of the. Also, negative attribution style of the unsuccessful students was more than that of successful group, but positive attribution style of the successful group was more than that of unsuccessful students. In addition, there was significant difference between successful and unsuccessful students’ emotional intelligence (and its subscales).

ANALISIS TINGKAT PEMAHAMAN MAHASISWA AKUNTANSI TERHADAP KONSEP DASAR AKUNTANSI (Studi Empiris pada Mahasiswa Akuntansi di Universitas Bung Hatta Padang)

2013 ◽  
Author(s):  
Ethika Ethika ◽  
Ade Saputra
Keyword(s):  
High School ◽  
Social Studies ◽  
Hypothesis Testing ◽  
Vocational Education ◽  
Formal Education ◽  
Accounting Students ◽  
Sample Collection ◽  
Significant Difference ◽  
Basic Concepts ◽  
Education Of Students

This study has several objectives first prove a significant difference in understanding of the assets, liabilities and capital between the students from SMK Accounting Department, High School and Madrasah Aliyah Department of Public IPS IPS majors. Prior to hypothesis testing performed prior sample collection is 68 students who have graduated from vocational secondary education level majoring in Accountancy, SMA study of majoring of IPS science Madrasah Aliyah common in college majoring in social studies at the Bung Hatta University of Padang. Type of data used are obtained through deployment of primary questionnaire. Variable study is a basic understanding of accounting concepts consisting of cash, liabilities and capital, while the distinguishing dimension is the level of formal education of students in the past. The process of hypothesis testing is done by using a statistical test that is using the Kruskal Walls. Based on the results of testing the first hypothesis of no difference in the understanding of accounting students from vocational education majoring in accounting, SMA students and Madrasah Aliyah major of IPS science. in understanding the basic concepts of accounting view of the assets. The second hypothesis found differences in the understanding of accounting students from vocational education majoring in accounting, high school social studies department, and public Madrasah Aliyah Department the major of IPS science of the basic concepts of accounting in view of the obligation. The third hypothesis found no differences in accounting students' understanding of vocational education majoring in accounting, SMA student, and Madrasah Aliyah general social studies department of the basic concepts of accounting view of capital.

The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level

2018 ◽  
Vol 3 (2) ◽  
pp. 18-28
Author(s):  
Najim Ussiph ◽  
Hamidu Kwame Seidu
Keyword(s):  
High School ◽  
Research Work ◽  
Instructional Method ◽  
Senior High School ◽  
School Level ◽  
Eastern Region ◽  
3D Animation ◽  
High School Level ◽  
Significant Difference ◽  
The Impact

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

High Risk Drinking and College Students' Self-Perceptions

2005 ◽  
Vol 97 (3) ◽  
pp. 936-944 ◽  
Author(s):  
Gabriel C. Araujo ◽  
Eugene H. Wong
Keyword(s):  
College Students ◽  
High School ◽  
High Risk ◽  
Alcohol Consumption ◽  
Social Acceptance ◽  
Intellectual Ability ◽  
High School Gpa ◽  
Self Perceptions ◽  
Significant Difference ◽  
High Risk Drinking

The present study examined the relationship between high risk drinking and college students' self-perceptions. High risk drinking was defined as the consumption of four or more drinks in a row for women and five or more drinks in a row for men during a single sitting (within the last year). Historical trends regarding college-age drinking indicate that 44% of college students fit the criteria for high risk drinking at least once over the past year. A survey was administered to 210 college students (52 men and 158 women) between 18 and 22 years of age ( M = 20.9, SD = 1.3) to assess their use of alcohol and their self-perceptions. Students' self-perceptions were measured with four subscales from the Neemann-Harter Self-perception Profile for College Students. Students either volunteered to participate in this study outside of class or were solicited during class. It was predicted that students' self-perceptions would differ significantly depending upon their alcohol consumption, i.e., 17.1% were Abstainers, 25.2% were Nonproblem Drinkers, and 57.6% were High Risk Drinkers. Analysis gave significant difference on Global Self-worth between students who abstained and those who were High Risk Drinkers. However, students' perceptions of Scholastic Competence, Intellectual Ability, and Social Acceptance did not differ significantly for the alcohol consumption groups. In addition to high risk drinking, a number of other variables were associated with self-perceptions, such as high school alcohol use, low high school GPA, and students' reported academic involvement. These relations are discussed.

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