957 resultados para ETF and ITF Load cases


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Editors : Vols. 1-8, L. Lewis, jr., and J. H. Merrill.--v. 9-16, A. Hamilton.--v. 17-18, J. H. Merrill.--v. 19-20, 31-48, W. M. McKinney.--v. 21-23, J. M. Kerr and W. M. McKinney.--v. 24-30, J. C. Thomson and W. M. McKinney

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Mode of access: Internet.

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The purpose of this study was to examine the effects of different methods of measuring training volume, controlled in different ways, on selected variables that reflect acute neuromuscular responses. Eighteen resistance-trained males performed three fatiguing protocols of dynamic constant external resistance exercise, involving elbow flexors, that manipulated either time-under-tension (TUT) or volume load (VL), defined as the product of training load and repetitions. Protocol A provided a standard for TUT and VL. Protocol B involved the same VL as Protocol A but only 40% concentric TUT; Protocol C was equated to Protocol A for TUT but only involved 50% VL. Fatigue was assessed by changes in maximum voluntary isometric contraction (MVIC), interpolated doublet (ID), muscle twitch characteristics (peak twitch, time to peak twitch, 0.5 relaxation time, and mean rates of force development and twitch relaxation). All protocols produced significant changes (P

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The purpose of this study was to investigate the effects of three different weight training protocols, that varied in the way training volume was measured, on acute muscular fatigue. Ten resistance-trained males performed all three protocols which involved dynamic constant resistance exercise of the elbow flexors. Protocol A provided a standard for the time the muscle group was under tension (TUT) and volume load (VL), expressed as the product of the total number of repetitions and the load that was lifted. Protocol B involved 40% of the TUT but the same VL compared to protocol A; protocol C was equated with protocol A for TUT but only involved 50% of the VL. Fatigue was assessed by changes in maximum voluntary isometric force and integrated electromyography (iEMG) between the pre- and post-training protocols. The results of the study showed that, when equated for VL, greater TUT produced greater overall muscular fatigue ( p

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Ezen kutatási tanulmány módszertani összefoglalója a Kutatási és fejlesztési tevékenység lehetőségei és korlátai a KKV szektorban című kutatási műhely tanulmányainak. A kutatók feltáró, kvalitatív kutatás végeztek, azon belül pontosabban kvalitatív mélyinterjúkon alapuló esettanulmányos kutatást. A kutatók 14 kis- és középvállalkozás vezetőjével készítettek mélyinterjút annak érdekében, hogy feltárják a kis- és középvállalkozások adaptációs és növekedési lehetőségeit és korlátait, valamint az innovációs tevékenységének lehetőségeit és korlátait. Jelen tanulmány röviden bemutatja a vizsgált 14 esetet is. / === / This research paper is the methodological summary of the research working papers entitled Opportunities and constraints in the R&D activities of the SMES. The researchers carried out an explorative, qualitative research, to be more exact a case study research based on qualitative interviews. The researchers conducted interviews with CEOs of 14 SMEs in order to explore the opportunities and constraints in the adaptation and growth potential and in the innovation activities of the SMEs. This paper introduces in brief the analysed 14 case study, too.

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This study determined the levels of algebra problem solving skill at which worked examples promoted learning of further problem solving skill and reduction of cognitive load in college developmental algebra students. Problem solving skill was objectively measured as error production; cognitive load was subjectively measured as perceived mental effort. ^ Sixty-three Ss were pretested, received homework of worked examples or mass problem solving, and posttested. Univarate ANCOVA (covariate = previous grade) were performed on the practice and posttest data. The factors used in the analysis were practice strategy (worked examples vs. mass problem solving) and algebra problem solving skill (low vs. moderate vs. high). Students in the practice phase who studied worked examples exhibited (a) fewer errors and reduced cognitive load, at moderate skill; (b) neither fewer errors nor reduced cognitive load, at low skill; and (c) only reduced cognitive load, at high skill. In the posttest, only cognitive load was reduced. ^ The results suggested that worked examples be emphasized for developmental students with moderate problem solving skill. Areas for further research were discussed. ^