The Effects of Two Varying Distributions of Practice Sessions on the Improvement of Long Jump Performance of Women

The purpose of this investigation was to compare the effects of two varying distributions of practice sessions upon the improvement of long jump performance of women. Twenty-two volunteer freshmen women at South Dakota State University were divided into two equated groups by scores obtained on a standing long jump test, a fifty yard dash test, and the Iowa Brace Motor Educability Test. Group I practiced two times a week and jumped ten times at each practice session. Group II met four times a week and jumped five times at each practice session. The practice sessions were conducted for four weeks. Each subject was tested for distance jumped following a five-day orientation period. Initial jumping ability was established on this initial test. Tests were administered two weeks and four weeks following the beginning of the study and a retention test was given two weeks after the study had been completed. The subjects did not engage in jumping activity during those two weeks. The data were analyzed to determine the effects of the two varying distributions of practice on the improvement of the long jumping performance of the subjects. The findings of this study indicated no significant difference within the group means for Group I. However, Group II showed statistical significance within the group means. Group II also showed statistical improvement over Group I with regard to the mean difference in the changes between the groups from-Tests One to Two and Tests One to Three. The writer is of the opinion that distributed practice sessions (four-day-a-week group) are more beneficial in the improvement of a complex motor skill

An Overview of the Mjølner BETA System

The Mjølner BETA System is an integrated and interactive programming environment with support for industrial object oriented programming. The Mjølner BETA System is a result of the Scandinavian research project Mjølner. The integration of the various tools in the Mjølner BETA System is established by insisting that all tools in the system utilizes on single representation of the program. This representation is abstract syntax trees (ASTs). All manipulations of the ASTs by the various tools are done utilizing the metaprogramming system which defines an interface to the AST and ways to manipulate the AST

Die Wirklichkeit schreiben

Das schreibende Ich prägt formal wie thematisch die literarische Entwicklung der letzten Jahre. Seit der Jahrtausendwende hat die Produktion autobiographischer und autofiktionaler Literatur insbesondere auf dem skandinavischen Buchmarkt erheblich zugenommen. Obwohl (noch) kein kritischer Konsens besteht, was der Begriff Autofiktion genau bezeichnet, ist das Changieren zwischen Fakt und Fiktion im autobiographischen Schreiben zu einer der beliebtesten literarischen Strategien im zeitgenössischen Erzählen avanciert. Die literaturwissenschaftliche Forschung zur Autofiktion ist im Zuge dessen auf diesen Trend aufgesprungen und insbesondere nach der Veröffentlichung von Karl Ove Knausgårds Romanprojekt Min kamp (2009–2011) sind die literaturwissenschaftlichen Diskussionen zu Autofiktion und literarischer Selbstdarstellung in Skandinavien deutlich angestiegen. Die literaturwissenschaftlichen Beiträge kreisen im weiteren Sinne um die dichotomischen Beziehungen von Fakt vs. Fiktion, Roman vs. Autobiographie sowie um die Inszenierung der Autor*innen in der literarischen Öffentlichkeit. Dabei ist autofiktionales Schreiben als konkrete erzählerische Praxis betrachtet in den Hintergrund gerückt, weshalb in dieser Arbeit der Versuch gemacht wird, die Fragen nach den literarischen Verfahren innerhalb dieser Texte in den Vordergrund zu stellen. Mit Ausgangspunkt in Texten von August Strindberg, Maja Lundgren, Karl Ove Knausgaard und Björn Rasmussen wird in dieser Arbeit Spezifika einer autofiktionalen Erzählpraxis herausgearbeitet, in welcher die Autorin oder der Autor in erster Linie einen narrativen Autoritätsanspruch über ihren bzw. seinen autobiographischen Text erhebt und hierdurch in der Bestrebung, die autobiographische Wirklichkeit zu schreiben, die Grenze zwischen Wirklichkeit und Literatur und somit zwischen Leben und Text transzendiertSince the turn of the Millennium there has been a remarkable increase in the production of autobiographical and autofictional literature in Scandinavia. While there is (still) no critical consensus to what the term autofiction precisely designates, the oscillation between fact and fiction in autobiographical writings has emerged as one of the most favoured literary strategies when it comes to negotiating, (re)-constructing, and staging identity and individuality. The academic discussions about autofiction and autofictional writing in Scandinavia are mostly concerned with the opposed relations of fact/fiction, true/false, and novel/autobiography or with the mediatised performativity of the author in the public sphere. In this respect, the specific narrative practices of autofictional writing have taken a back seat in the academic exploration of autofiction. In this thesis it is examined how autofictional writing in selected novels by August Strindberg, Maja Lundgren, Karl Ove Knausgaard and Björn Rasmussen is being set forth within the narration of the text, a thus far unexplored research field. The analysis of the position of the author in his or her text enables us to see that the interplay of fact and fiction in the autobiographical text is predominantly conveyed by narrative strategies. The narrative presence of the author in the text entails specific self-reflexive practices, which can be identified through an increased use of narrative transgressions of the extradiegetic and diegetic discourses that allow the actual author of the text to slip into his narration. The narrative roaming between the reality of the author and the narration that he is producing is used as a means of taking over the authority of the individual life story and to write autobiographical on own subjective and aesthetic terms

Family Centre Practice and Modernity A Qualitative Study from Sweden

Family centres have become a common institution to promote health and wellbeing among young children (0-6 years of age) and their parents in Sweden. The core of the work is usually based on both maternal and child health care, a preschool and social services, all located under the same roof in the local community. The family centre in this study, known as the "Family House", was the first of its type to be built in the city of Kristianstad, Sweden. The overall aim of the thesis was to understand family centre practice through professionals' and parents' perceptions of the Family House and its relationship to modernity. The study employed a qualitative design using phenomenography as method to capture people's perceptions of the practice. The research also drew on the approach of action research, where participants and researchers co-generate knowledge through collaborative communicative processes. Data was generated from semi-structured interviews conducted with nineteen professionals and sixteen individual parents. Dialogue sessions with the professionals of the study have been held in order that they and the researcher could enter into a dialogue based on the findings of the interviews. Data was consequently also generated from these meetings. The way the professionals perceived the practice of the Family House fell into three categories, namely, as a professional service, the provision of an informal meeting place for professionals and families with young children or as a broad community based centre. Parents' perceptions fell into four categories; as a professional reception to obtain expert guidance and support, a study circle and living room to informally share experiences and socialising, and a playground for children where children could interact and learn social skills. One core finding of this thesis is that family centre practice for those involved contained a balancing act between simple modem expertise to control the world and late modem opportunities for self-realisation and reflexivity. The House enhanced both parents' and professionals' mastery of the world, supporting a stable and trusting world view under uncertain late modem conditions. Parents and professionals shared the responsibility for children's well-being and the distinction between private and public was blurred since parents used the House as a social arena for developing personal relations. It was also an arena for integration between Swedes and immigrants based on engagement for both cultural diversity and similarit