بناء وتقنين مقياس الرضى الوظيفي للإعلامين في المجال الرياضي

Introduction: Indoor swimming pools are the most important recreational centres. Swimming pool water is responsible for the transmission of parasitic diseases. This study was performed to determine the rate of parasitic contamination and some physio- chemical parameters of indoor swimming pools in Urmia during 2002. Materials and Methods: This study was a descriptive-cross sectional one in which four indoor swimming pools, were studied during the course of one year. A plastic pump was used to collect sample from the swimming pools. The sample size (384) was determined by statistical formula. The grab and simple random sampling methods were used to analyse the data. In the first and third week of each month, 8 samples of 200 ml and another 8 samples of 1000 ml were collected from the surface and the deep part of the pools. We expected that the total number of samples in one year would be 768, but because of Ramadan and winter season, we only managed to collect 526 samples in that year. The filter membrane, and sedimentation Leeds II method were used for 200 ml and 1000 ml respectively. Also a total number of 263 samples were used within one year for the examination of physio-chemical parameters, such as pH, temperature, turbidity and residual chlorine. Moreover, the number of swimmers who used the pools on one day was counted. Results: Findings showed that, 47 (8.9%) parasitic contamination samples were identified out of 526 total samples. The most important contaminants were, 13 (27.7%) Entamoeba coli, 1 (2.1%) Hymenolepis- nana, 3 (6.4%) Oxyuris and 30 samples (63.8%) contained larvae from the family of rahbditida and nematodes. Results also showed that the amount of residual chlorine at the university pool was (0.54±0/428) mg/l less than at others. The value of temperature in the Haft Tir pool was more than at the others (30.72±1.621). The maximum and minimum of pH were 9 and 7 for the university and Haft-Tir pools respectively. The rate of contamination in Haft- Tir and Municipal swimming pools was higher in comparison with the others. Moreover, the rate of contamination was higher in the Summer time (July to September). Conclusion: According to the findings of this research, all the studied swimming pools were contaminated with parasites. We can conclude that the current disinfections used in swimming pools are not working efficiently and may not be based on the approved standard methods. It is recommended that more attention be played to the environmental health of the swimming pools.

Using a latent learning paradigm, the experiments examine two hypotheses of how rats solve place navigation tasks. According to associative theory, experience with all relevant cues is required for accurate navigation. According to cognitive mapping theory, animals can generate novel trajectories from knowledge of spatial relations of objects in the environment. Rats that had been placed on a platform, which was submerged in a pool of opaque water and was moved each day, were tested later for their ability to find the platform using only surrounding room cues. One 30-sec exposure to a platform location was effective in improving performance. Improvement was greatest when tests were given within minutes of placement, but facilitation was obtained for as long as 4 hr. Improved performance was obtained as soon as rats acquired the procedural aspects of the task but did not increase with subsequent practice. Improved performance was also obtained when pre-trained rats were tested in a novel environment. Despite the advantage conferred by exposure to the target platform, test swims were not accurate, placement-induced improvement was not as great as that following a single swimming trial, and placement combined with a swim resulted in best performance. The results suggest that rats use associative learning processes rather than cognitive mapping to solve place problems in a swimming pool.

Although technology has found its way into modern physical education (PE), technology-“unfriendly” environments beyond the gym, such as swimming pools, still haven’t been focused on in terms of technology-enhanced teaching and research efforts. Approaching this blind spot, the main objective of this study was to determine the impact of technology-enhanced video feedback on swimming performance, particularly using a tablet computer. Two 5th grade PE swimming classes were randomly assigned experimental group (n=16) and control group (n=15). Experimental group students were exposed to a standardized video analysis and feedback program using a tablet computer by a trained PE teacher for 7 weeks. The control group PE swimming class didn’t integrate any media and technology at all and used traditional teaching methods such as verbal feedback only. Students’ swimming performance for front crawl was measured at baseline and after the 7-weeks class period using a pre-post test design. Experimental group students significantly (p<0.05) improved in front crawl racing-results from pre- to post-test. Semi-structured interviews with selected experimental group students revealed that the students judged the video feedback scenario using a tablet computer being helpful for their learning process of improving their front crawl technique and eventually their race results. Conclusively, video feedback via tablet technology in PE swimming classes served as a sufficient and effective teaching method for improving front crawl swimming performance in 5th grade students. The teaching scenario proved to be superior compared to traditional teaching methods and feasible in the swimming pool environment.

The importance of the current research in Constructing tests (physical-skill) for free in-water swimming for applicants swimmers in the center and northern regions that can be relied upon in the future as a means of measuring and assessing the physical qualities of swimmers in the water, which is considered as the first of its kind in Iraq, in measuring the physical qualities of the applicants swimmers in the water for the efficiency of free swim in the water. The research aims to: - structure tests (physical-skill) in the effectiveness of free swimming for applicants swimmers in the center and northern regions of Iraq. - Using standardized scores and levels of (physical-skill) tests for free swimming which is designed in the research. Space domain: Al-Shaab Olympic Indoor Swimming Pool in Baghdad Governorate, Mosul University Swimming Pool in Mosul, Areen Swimming Pool in Erbil, Al Shimal Gas Club Swimming Pool in Kirkuk, and Azadi Swimming Pool in Sulaymaniyah in Iraq. The researcher used the descriptive approach, which goes with the nature of the research. The research community included swimmers applying for free swimming in some clubs in Baghdad, Sulaymaniyah, Kirkuk, Arbil, Mosul (the central and northern regions) in Iraq,he research sample was chosen in a deliberate way to achieve the aims of the research of 96 swimmers, representing the build samples for tests and standards, as the research sample (61.14%) of the total research community. As a result of the following scientific ways for the build tests, a number of physical-skill tests have been conducted in the water for the applicants' swimmers in the central and northern regions of Iraq, which have good scientific bases of sincerity, consistency, objectivity and appropriate natural distribution of 2 test, they are : - The distinct force speed of the legs’ hit from holding in the water (10 seconds). - The distinct force speed of the legs’ hit from the movement in the water (10 seconds).

RESEARCH OBJECTIVE: The aim of the contribution is to provide insights on how strategic learning techniques could constitute measures enhancing the visibility of the cognitive process of learning. THE RESEARCH PROBLEM AND METHODS: The competence of learning as such and its application in practice in educational institutions is a mainly cognitive experience. Copying the learning behavior as such is therefore more difficult compared to the learning through imitation during childhood, as the cognitive part of learning is not immediately visible for the outstanding person wishing to improve his or her learning competence. Alongside three examples from practice, the contribution examines those strategic learning techniques, which can enhance the visibility of the cognitive process of learning. THE PROCESS OF ARGUMENTATION: The pressure of ensuring success at school can lead to the participation of learners in private lessons and revision courses. As participation in these courses mainly focusses on the revision of discipline knowledge that is tested in exams, one may argue that these courses only heal the symptoms of disappointing examination results. RESEARCH RESULTS: The present contribution argues that an investment into the learning competences as such does entail long-term benefits compared to the transferal of discipline knowledge in private lesson and revision courses. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The drafters of curricula should reassess whether the major focus on discipline knowledge based subjects occupy the majority of curricular obligations is a welcoming development. This development should critically be reflected and perhaps even changed by introducing compulsory strategic learning courses throughout the educational training of learners.

This study was carried out to investigate the microbiological and physicochemical characteristics of swimming pool water in Owerri. A total of twenty (20) samples of swimming pool water from different locations were investigated for microbiological and physicochemical characteristics. The media used were nutrient agar, MacConkey agar, eosin methylene blue agar, Salmonella-Shigella agar, Sabouraud dextrose agar, thiosulphate citrate bile salt sucrose agar for total aerobic plate count, coliform count, Escherichia coli count, Salmonella-Shigella count, Vibrio cholerae count and fungal count respectively. The identification of the bacterial isolates was performed using standard microbiological techniques which included Gram staining and biochemical tests. The fungal isolates were identified using the needle mount technique. Data were subjected to analysis of variance. The mean total aerobic plate count ranged from 0.11 ± 0.1Log10 CFU/ml to 0.74 ± 0.09Log10 CFU/ml. The coliform count ranged from 0 ± 0.00 CFU/ml to 0.40 ± 0.02Log10 CFU/ml. The Escherichia coli count, Salmonella-Shigella count and Vibrio cholerae count had 0 ± 0.00 CFU/ml respectively. The fungal count ranged from 0 ± 0.00 CFU/ml to 0.30 ± 0.07 Log10 CFU/ml. The microorganisms isolated from the swimming pool samples were Staphylococcus aureus, Klebsiella spp Pseudomonas aeruginosa and Aspergillus spp. The physicochemical parameters analyzed were within WHO limit for drinking water quality except total dissolved solid with mean values of 380 ± 10.0mg/L and 275 ± 8.0 mg/L respectively. The result showed that the swimming pools investigated were not contaminated with pathogenic microorganisms.

Lifelong learning recognizes that learning takes place throughout life and in a range of situations. Papua New Guinea (PNG) education system needs to change its focus on policies related to teaching and learning, curriculum development and assessment and evaluation to develop lifelong learners. PNG Vision 2050 calls for a major transformation of mindsets in its people in the way they think, interact and do business with one another. Lifelong learning principles if taken seriously could actualize the strategic changes aimed in the PNG Vision 2050. The study aims are first to investigate and analyse the Vision 2050 policy and the University policies to establish whether they inform lifelong learning. Second, to investigate and analyse lecturers' knowledge, attitudes, beliefs and behaviour to assess whether they foster a climate of lifelong learning. Third, to determine whether the need for lifelong learning; could be adopted and adapted as a key educational policy change in the PNG context. The methodology used the mixed method case study approach using both quantitative data (quantifiable) and qualitative data (text). It involved procedures for collecting, analysing and mixing both quantitative and qualitative data in a single study. The argument is that the uses and the 'combination' of both methods provide a better understanding of a research problem that one method alone cannot effectively answer. This study found that the PNG government documents implicitly state lifelong learning but there were no plans in place to do anything about it. For UPNG and PAU, complex issues associated with the teaching of generic skills and their acquisition remains uncertain. The first issue is of definition of the key generic skills. There are differences in terms of how these skills are defined and how a particular skill's significance is interpreted in context. The second issue is the questions raised both theoretically and empirically of the separability of generic and discipline-based skills. The third issue relates to the challenges university lecturers face with the teaching of generic skills within university curricula. Like earlier studies in Australia and the United States of America, this study found that what lecturers claim that they do, does not happen in real practice. As a way forward, education policy changes are required in the PNG education system to promote lifelong learning. The fostering of lifelong learning skills in staff development training programs could transform attitudes, beliefs and behaviour of both lecturers and students to effect these policy changes.

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching & learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, & Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more ‘speech’ Blocks in their projects and more Absolute Positioning Blocks for ‘motion’ than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying & implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic & Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.

HERI PENDIANTO. A.120908011. The Effect of Anaerobic Interval Training and Arm Power On The Front Crawl Style of 100 Meter-Swimming Speed . Thesis. Surakarta. Postgraduate Program of Surakarta Sebelas Maret University, September 2009. This research aims to find out (1) the effect difference of 25 meters and 50 meters distances anaerobic interval training on the Front Crawl style of 100-meter swimming speed increase, (2) the effect difference of 25 meters distance anaerobic interval training and the combination of 25-50 meters distance on the Front Crawl style of 100-meter swimming speed increase, (3) the effect difference of 50 meters distance anaerobic interval training and the combination of 25-50 meters distance on the Front Crawl style of 100-meter swimming speed increase, (4) the difference of Front Crawl style of 100-meter swimming speed between the swimmer with high arm power and the one with low arm power, and (5) the effect of interaction between the anaerobic interval training and the arm power on the Front Crawl style of 100-meter swimming speed. This research employed an experimental method. The research design employed was a 3 x 2 factorial design. The subjects employed in the study were the male swimmers of Tirta Dharma and Almagari Surakarta swimmer association, as many as 36 swimmers. The sampling technique employed was purposive random sampling. Technique of analyzing data employed was ANAVA. Before running the 3 x 2 design ANAVA, the data analysis prerequisite test was done using the sample normality test (Lilliefors test with α = 0.05%) and variance homogeneity test (Bartlett test with α = 0.05%). The conclusions of research are as follows: (1) There is a significant difference 25 meters and 50 meters distances anaerobic interval training in increasing the Front Crawl style of 100-meter swimming speed, (F 0 = 11.4248 > F t = 3.32). The effect of 25 meters distance anaerobic interval training is better then that of 50 meters distance anaerobic interval training, (2) There is a significant difference 25 meters and combination of 25-50 meters distances anaerobic interval training in increasing the Front Crawl style of 100-meter swimming speed, (F 0 = 11.4248 > F t = 3.32). The effect of 25 meters distance anaerobic interval training is better then that combination of 25-50 meters distance anaerobic interval training. (3) There is a significant difference 50 meters and combination of 25-50 meters distances anaerobic interval training in increasing the Front Crawl style of 100-meter swimming speed, (F 0 = 11.4248 > F t = 3.32). The effect of 50 meters distance anaerobic interval training is better then that combination of 25-50 meters distance anaerobic interval training. (4) there is a significant difference of Front Crawl style of 100-meter swimming speed between the swimmer with high arm power and the one with low arm power, (F 0 = 5.1962 > F t = 4.17). The effect of swimmer with high arm power is better then the one with low arm power, and (5) there is a significant the effect of interaction between the anaerobic interval learning and the arm power on the Front Crawl style of 100-meter swimming speed increase, (F 0 = 7.0338 > F t = 3.32).

Bacteriological analyses of 3,942 water samples was undertaken. Samples hailed from many different sources, or rather, reservoirs (1,033), faucets (1,594), swimming pools (789), spring water (96), private wells (350) and others (80). They were obtained for routine testing between 1996 and 1999 and comparatively analyzed for total and fecal coliform bacteria by a multiple-tube fermentation technique. Total and fecal coliform bacteria were detected in 595 and 235 of the water samples, respectively, and were associated with the following factors: as raw water, chlorinated water, source water, wet season, dry season, pH, and disinfectant residuals. As expected, the highest number of water samples contaminated by total (362) and fecal (159) coliform bacteria was found in the raw water at source and at the consumption end among urban and rural communities. The people of these areas use water directly from available sources, without any treatment and are therefore exposed to a variety of water-related diseases.

The Really Useful Physical Education Book is designed to provide practicing and trainee teachers in the primary school with the practical, engaging ideas you need to teach PE imaginatively. Underpinned by easy-to-understand theory and engaging with the recently revised National Curriculum for Physical Education (NCPE), the book offers; practical suggestions for teachers to encourage children to exercise safely and enjoyably activity-specific examples of the ways in which learning and teaching can be delivered through games, gymnastics, dance, swimming and athletics a range of outdoor and adventure-based activities, including trust games, problem-solving activities and joint decision-making and team-building exercises, which are not reliant on specialised equipment or resources methods of promoting the importance of exercise as part of a healthy lifestyle to schoolchildren and consideration of its effects on the wider spheres of education and society The Really Useful Physical Education Book explores ideas for lesson planning alongside teaching examples and methodologies, to provide a broader balance of stimulating activities for young people, beyond traditional ‘games’.

Acanthamoeba spp. are free-living amoeba commonly found in environmental sources such as soil, water, and dust. This ubiquitous amoeba is the causative agent of amoebic keratitis (AK) and encephalitis. The present study aimed to investigate the presence of Acanthamoeba spp. in the water sources of Kermanshah city, Iran. Sixty water samples were taken from different localities of Kermanshah including agricultural canals, rivers, and swimming pools. Filtration and cultivation were carried out on non-nutrient agar medium (NNA). The axenic cultivation was performed for all of the positive isolates. PCR analysis was performed on positive samples. Sequencing was done for 12 PCR products. Genotypes were identified by blast search and homology analysis. The obtained data were analyzed using Statistical Package for the Social Sciences (SPSS 16) software. Acanthamoeba spp. was found in 46 (76.66%) water samples and amoebae were grown in the TYI-S-33 medium. Sequencing of 12 samples proved that Acanthamoeba belonged to T4 (75%), T2 (8.34%), T5 (8.33%) and T11 (8.33%) genotypes. In this study, Acanthamoeba T4 (75%), T2 (8.34%), T5 (8.33%) and T11 (8.33%) genotypes were isolated from the water of Kermanshah city. Thus, hygiene consideration is recommended to prevent the contamination.

Educational games are one prominent type of Serious Games that are designed for educational purposes. One goal of evaluating their benefits is ensuring that they meet these objectives. Some measures for this purpose are defined in fields like Learning Analytics and Technology-enhanced Learning. However, unlike other educational methods, meeting learning goals is not the only success measure of Serious Games. Contrary, complex requirements arise from their nature as games which are discussed in fields like Game User Research and Game Analytics and need to be considered. This thesis investigates how the use of new data collection opportunities enabled by smartphones as an interaction platform can benefit research in the field of Serious Games evaluation. Unobtrusive integrated sensors are used for observing user interactions in natural contexts. This can be vital for capturing factors that can help evaluate a Serious Game from multiple perspectives and with deeper insights. With the lack of theoretical frameworks covering this area of research, a need for establishing foundations regarding the capturing and use of data from different modalities for Serious Games evaluation was found. First, a model describing the different evaluation aspects of Serious Games and their relations is laid down. Based on a study of available frameworks, it classifies the four dimensions learning, gaming, using and context. Additionally, sets of feature states related to these dimensions, observable during evaluation, are defined. These are needed to examine aspects when traditional logging techniques are insufficient, and when additional data modalities from smartphone sensors are required. Based on a requirement analysis, a multimodal evaluation platform for Serious Games that supports remote mobile data collection is implemented as a proof of concept. Challenges in multimodal synchronization, linking of quantitative and qualitative data, and quality of data obtained in mobile settings are discussed. Possible solutions are provided. Finally, studies evaluating this platform and using it to evaluate educational games are carried out and demonstrate the potential of such techniques for Serious Games evaluation.

&lt;p&gt;&lt;em&gt;This research is motivated by the low learning discipline of the learning citizens, this is related to the high intensity of playing online games for the learning citizens of the Mandiri Racing Team. This study discusses, 1) to see the complexity of playing online games, 2) to see the discipline of learning competence, 3) to see the relationship between the intensity of playing online games with the discipline of learning at the Independent Racing Team Course Institute. This type of research is quantitative correlational. The study population was learning citizens registered with the Institute of Independent Racing Team Courses, totaling 75 learning residents. Samples were taken as much as 40%. The number of samples is 30 people. The sampling technique uses cluster random sampling. The technique of collecting data through a questionnaire, the data collection tool consists of agreed lists. This research data analysis technique uses percentages and product moments. The results of this study can be seen (1) the higher intensity of playing online games for learning citizens at the Institute of Independent Team Racing Course, (2) the low discipline of citizens learning the learning process, and (3) requires a significant relationship between online play games with the learning discipline of the Race Team Independent Course. Suggestions in this study are 1) for citizens to learn in order to improve discipline in learning at the Independent Course Team Race Course, 2) for instructors to be able to increase knowledge about learning discipline for citizens to learn the Independent Course Team Race Course, 3) for parents of learning citizens in order to be a reference and knowledge about disciplining children&#39;s activities.&lt;/em&gt;&lt;/p&gt;

Learning and teaching languages in technology-mediated environments : why modes and meaning making matter