Youth are watching: Adolescents’ sociopolitical development in the Trump era     

Danielle Dunn  Laura Wray-Lake  Jason Anthony Plummer 《Child development》2022,93(4):1044-1060

This study examined whether appraisals of 45th U.S. President Donald J. Trump by 1433 adolescents (M_age = 16.1, SD_age = 1.16, Female = 56.9%, Latinx = 43.6%, White = 35.7%, Black = 12.6%, Asian = 5.8%) predicted change from 2017 to 2018 across four dimensions of sociopolitical development (SPD): marginalization, critical analysis, civic efficacy, and political action. Trump supporters declined in awareness of inequality and race consciousness but increased in voting intentions. Trump detractors increased in awareness of inequality, race consciousness, and experiences of discrimination. Trump supporters and detractors increased in civic efficacy compared to youth with no opinion. Additional findings were moderated by race and ethnicity. Findings suggest adolescents’ SPD has been shaped in distinct ways by the Trump era.  相似文献   

Beyond Average Information: How Q-Methodology Enhances Course Evaluations in Anatomy     

Danielle Brewer-Deluce  Bhanu Sharma  Noori Akhtar-Danesh  Thomas Jackson  Bruce C. Wainman 《Anatomical sciences education》2020,13(2):137-148

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What they know and who they are telling: Concussion knowledge and disclosure behaviour in New Zealand adolescent rugby union players     

Danielle M. Salmon  Jody Mcgowan  S. John Sullivan  Ian Murphy  Simon Walters  Chris Whatman 《Journal of sports sciences》2020,38(14):1585-1594

ABSTRACT

The purpose of this study was to survey high school rugby players from a range of ethnic, geographic and socioeconomic backgrounds in New Zealand (NZ) to gain an understanding of concussion knowledge, awareness of NZ Rugby’s (NZR) guidelines and attitudes towards reporting behaviours. Male and female high school rugby players (n= 416) from across NZ were surveyed. The findings indicated that 69% of players had sustained a suspected concussion, and 31% had received a medical diagnosis of concussion. 63% of players indicated they were aware of NZR’s guidelines. Māori and Pasifika players were less likely to be aware of the guidelines compared to NZ European, Adjusted OR 0.5, p = 0.03. Guideline awareness was significantly higher for those from high decile schools when compared to low (Unadjusted OR 1.63, p = 0.04); however, when ethnicity and school locations were controlled for this became non-significant (Adjusted OR= 1.3, p=0.37). The coach was the key individual for the provision of concussion information and disclosure of symptoms for players. The findings of this study will inform the development and delivery of NZR’s community concussion initiative and how these examined factors influence a high school player’s concussion knowledge and reporting behaviour.  相似文献   

Managing the domain knowledge: application to cultural patrimony     

Stefan du?Chateau  Danielle?Boulanger  Eunika?Mercier-LaurentEmail author 《知识管理研究与实践》2012,10(4):312-325

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Reallocating sitting time to standing or stepping through isotemporal analysis: associations with markers of chronic low-grade inflammation     

Joseph Henson  Charlotte L. Edwardson  Danielle H. Bodicoat  Kishan Bakrania  Melanie J. Davies  Kamlesh Khunti 《Journal of sports sciences》2018,36(14):1586-1593

Although high levels of sitting time are adversely related to health, it is unclear whether moving from sitting to standing provides a sufficient stimulus to elicit benefits upon markers of chronic low-grade inflammation in a population at high risk of type 2 diabetes (T2DM). Three hundred and seventy two participants (age = 66.8 ± 7.5years; body mass index (BMI) = 31.7 ± 5.5kg/m²; Male = 61%) were included. Sitting, standing and stepping was determined using the activPAL3^TM device. Linear regression modelling employing an isotemporal substitution approach was used to quantify the association of theoretically substituting 60 minutes of sitting per day for standing or stepping on interleukin-6 (IL-6), C-reactive protein (CRP) and leptin. Reallocating 60 minutes of sitting time per day for standing was associated with a ?4% (95% CI ?7%, ?1%) reduction in IL-6 (p = 0.048). Reallocating 60 minutes of sitting time for light stepping was also associated with lower IL-6 levels (?28% (?46%, ?4%; p = 0.025)). Substituting sitting for moderate-to-vigorous (MVPA) stepping was associated with lower CRP (?41% (?75%, ?8%; p = 0.032)), leptin (?24% (?34%, ?12%; p ≤ 0.001)) and IL-6 (?16% (?28%, 10%; p = 0.036). Theoretically replacing 60 minutes of sitting per day with an equal amount of either standing or stepping yields beneficial associations upon markers of chronic-low grade inflammation.  相似文献   

Building a Culture of Engagement through Participatory Feedback Processes     

Danielle R. Hatchimonji  Arielle V. Linsky  Sarah DeMarchena  Samuel J. Nayman  Sarah Kim  Maurice J. Elias 《Clearing house (Menasha, Wis.)》2018,91(2):59-65

In response to school environments in which teachers and students feel disconnected from the learning process, we developed a three-part curriculum feedback system with the goal of creating a school-wide culture of engagement through participatory feedback processes. Here we describe the barriers to participation and ownership that are addressed by our curriculum feedback process, provide a rationale for each component of the multi-prong feedback process, and illustrate how each part of the feedback system was implemented in our pilot schools. We argue that addressing feedback regularly, optimizing the process to be user-friendly, and demonstrating appreciation for positive and constructive feedback can help any curriculum supervisor foster a school-wide culture of engagement among teachers and students.  相似文献   

Professional development for sessional staff in higher education: a review of current evidence     

Danielle Hitch  Paige Mahoney  Susie Macfarlane 《高等教育研究与发展》2018,37(2):285-300

The aim of this study was to provide an integrated review of evidence published in the past decade around professional development for sessional staff in higher education. Using the Integrating Theory, Evidence and Action method, the review analysed recent evidence using the three principles of the Benchmarking Leadership and Advancement of Standards for Sessional Teaching project – Quality Learning and Teaching, Sessional Staff Support and Sustainability. Quality Learning and Teaching refers to issues affecting the quality of sessional staff teaching and learning, while Sessional Staff Support refers to the provision of consistent support and inclusive infrastructure for sessional staff. The Sustainability principle refers to practices that encourage the retention of good sessional staff and the pursuit of quality teaching. Clear themes emerge from the evidence that suggest long-standing structural issues that are yet to be effectively addressed. However, several examples of effective strategies were also identified, particularly around peer observation and mentorship.  相似文献   

Changes in the relationship between joint angle and torque production associated with the repeated bout effect     

McHugh MP  Tetro DT 《Journal of sports sciences》2003,21(11):927-932

A single bout of eccentric exercise induces a protective adaptation against damage from a repeated bout. The aim of this study was to determine whether this repeated bout effect is due to a change in the length-tension relationship. Twelve individuals performed an initial bout of six sets of 10 eccentric quadriceps contractions and then performed a repeated bout 2 weeks later. Eccentric contractions were performed on an isokinetic dynamometer at 1.04 rad x s(-1) with a target intensity of 90% of isometric strength at 70 degrees of knee flexion. Isometric strength and pain were recorded before and after both eccentric bouts and on each of the next 3 days. Isometric strength was tested at 30 degrees, 50 degrees, 70 degrees, 90 degrees and 110 degrees of knee flexion. On the days following the initial bout, there was a significant loss of isometric strength at all knee flexion angles except 110 degrees (bout x angle: P < 0.01). On day 2, strength averaged 86% of baseline for 30-90 degrees and 102% of baseline for 110 degrees. Strength loss and pain after the initial bout was contrasted by minimal changes after the repeated bout (pain: P < 0.001; strength: P < 0.01). The repeated bout effect was associated with a rightward shift in the length-tension curve; before the repeated bout, isometric strength was 6.8% lower at 30 degrees and 13.6% higher at 110 degrees compared with values before the initial bout (bout x angle: P < 0.05). Assuming that torque production at 110 degrees occurs on the descending limb of the length-tension curve, the increase in torque at 110 degrees may be explained by a longitudinal addition of sarcomeres. The addition of sarcomeres would limit sarcomere strain for subsequent eccentric contractions and may explain the repeated bout effect observed here.  相似文献   

Strategies for initial reading instruction   总被引：1，自引：1，他引：0  

Linda W. Camp  Nancy E. Winbury  Danielle R. Zinna 《Annals of dyslexia》1981,31(1):175-188

Summary While the strategies we have presented do not constitute a complete instructional program for beginning reading, the techniques can be integrated into a wide variety of initial reading approaches. Teachers can selectively use any or all of these techniques to meet the particular needs of the individual reader or group. We hope that the ideas presented here will encourage further exploration of approaches for both initial and remedial reading instruction.  相似文献   

Faculty Motivation to Mentor Students Through Undergraduate Research Programs: A Study of Enabling and Constraining Factors     

Danielle X. Morales  Sara E. Grineski  Timothy W. Collins 《Research in higher education》2017,58(5):520-544

Undergraduate research experiences are a “high impact” educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty mentors. To address this, we introduce a conceptual model for understanding faculty motivation to mentor and test it by using empirical data to identify factors that enable and constrain faculty engagement in an undergraduate research program. Using cross-sectional survey data collected in 2013, we employed generalized linear modeling to analyze data from 536 faculty across 13 research institutions to examine how expected costs/benefits, dispositional factors, situational factors, previous experience, and demographic factors predicted faculty motivation to mentor. Results show that faculty who placed greater value on the opportunity to increase diversity in the academy through mentorship of underrepresented minorities were more likely to be interested in serving as mentors. Faculty who agreed more strongly that mentoring undergraduate students was time consuming and their institution’s reward structures were at odds with mentoring, or who had more constrained access to undergraduate students were less likely to be interested in serving as mentors. Mid-career faculty were more likely than late-career faculty to be interested in serving as mentors. Findings have implications for improving undergraduate research experiences, since the success of training programs hinges on engaging highly motivated faculty members as mentors.  相似文献