Virtual(ly) Athletes: Where eSports Fit Within the Definition of “Sport”     

Seth E. Jenny  R. Douglas Manning  Margaret C. Keiper  Tracy W. Olrich 《Quest (Human Kinetics)》2017,69(1):1-18

Electronic sports, cybersports, gaming, competitive computer gaming, and virtual sports are all synonyms for the term eSports. Regardless of the term used, eSports is now becoming more accepted as a sport and gamers are being identified as athletes within society today. eSports has even infiltrated higher education in the form of an intercollegiate athletic sport, as two university athletic departments have made eSports an official varsity sport where scholarships are provided to collegiate eSports athletes. Thus, the intertwining of eSports and university athletics brings into question whether eSports should be considered sport by broader society. This article provides a brief history of eSports, a further developed definition of eSports, and a comparison of eSports to traditional philosophical and sociological definitions of sport. The purpose of this article is to provoke thought on the academically accepted definitions of sport and debate whether eSports should be considered a sport. Attention will be given to the following components of sport: play, organization, competition, skill, physicality, broad following, and institutionalization.  相似文献   

现代教育技术在数学教学中应用的思考     

张辅  道格拉斯·E·诺尔顿 《重庆第二师范学院学报》2006,19(6):22-24,36

现代教育技术广泛的应用于数学教学中已经成为新世纪数学教育的标志之一。本文中我们将探究一些对把现代教育技术引入课程一些较重要的设想和反思,比如怎样将“高科技”转化为“高质量的教学,”如何实施高期望值的教学以取得良好的成绩等,并对如何将现代教育技术恰当地引入数学课程提出一些可行的建议。  相似文献   

Individual Differences in Thinking: cognitive and neurophysiological perspectives     

Richard J. Riding  Alan Glass  Graeme Douglas 《教育心理学》1993,13(3-4):267-279

This paper explores the neglected area of categories of individual difference in human cerebral function. During thinking and decision making, it is hypothesised that different people process the same information in different ways, using different areas of the brain. Recent work suggests that individuals can be categorised into a small number of consistent groups of thinking, or cognitive, style. The different ways of processing reflect two basic dimensions of cognitive style. A simple computer‐presented method of determining cognitive style has been developed.

It is probable that these styles have an underlying cerebral basis. The styles are likely to be related to cerebral orientation. The specialisation of one cerebral hemisphere for verbal function and the other for visuo‐spatial has been long established. Hemispheric specialisation has been associated with the right hemisphere being the location of the visuo‐spatial and the left the verbal function, although evidence for this has been sometimes conflicting. This is not surprising when attention has not been paid to individual differences in cognitive style, as subjects of different styles will use different processes when doing the same cognitive task. Individual differences in orientation have not been clearly linked to differences in cognitive style.

It is proposed that studies could usefully explore the cerebral basis of individual differences in cognitive style, by measuring EEG asymmetries of individuals of specific cognitive styles, during the performance of a range of cognitive tasks. It is proposed that this would identify the location of certain brain functions associated with the different processing underlying the styles. A subsidiary intention is to assess the effectiveness of digital EEG monitoring as a research tool in this context.  相似文献   

Women's Evaluation of Intrapartum Nonpharmacological Pain Relief Methods Used during Labor   总被引：1，自引：0，他引：1  

Brown ST  Douglas C  Flood LP 《The Journal of perinatal education》2001,10(3):1-8

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Relationship between teacher intentions and their classroom use of Superscience     

David P. Butts  Thomas Koballa  Margaret Anderson  Douglas P. Butts 《Journal of Science Education and Technology》1993,2(1):349-357

Using the conceptual model of reasoned action, one would expect that what teachers do with instructional materials would be influenced by their internal beliefs and their external constraints. In this two-year study with elementary teachers, using a supplemental science instructional resource,Superscience, it was found that teachers' internal beliefs about what will benefit their students are linked to the external constraints of their students' interests and the expected curriculum. Even if the teachers believed that the content of the resource would be helpful, they were not likely to use it if they believed it did not fit the expected curriculum.  相似文献   

Public funds and local biotechnology firm creation     

Christos Kolympiris  Nicholas Kalaitzandonakes  Douglas Miller 《Research Policy》2014

A long stream of academic literature has established that public funding towards research and development matters for economic growth because it relates to increases in innovation, productivity and the like. The impact of public funding on the creation of new firms has received less attention in this literature despite theoretical constructs that support such association. In the present paper we study whether indeed there is a relationship between public research funds and local firm births in the context of the U.S. biotechnology industry. In doing so, we introduce a number of changes that strengthen the robustness of our findings when compared with existing literature. These changes include a direct measure of research expenditures and a considerably lengthier longitudinal dataset which allows us to capture a structural relationship and not a chance event. We empirically demonstrate that increases in the level of research funding from the National Institutes of Health towards biotechnology associate with increases in the number of biotechnology firm births at the Metropolitan Statistical Area level. Further, we reveal that public funds towards established firms associate with local firm births considerably more strongly when compared with funds towards universities and research institutes/hospitals. We conclude the paper with academic and policy implications of the present work that highlight the complexity of factors that underlie the creation of local firms in high technology industries.  相似文献   

Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity     

Douglas H. Clements  Julie Sarama  Christopher B. Wolfe  Mary Elaine Spitler 《Early education and development》2015,26(3):427-449

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.  相似文献   

Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms     

Chenyi Zhang  Jinhee Hur  Karen E. Diamond  Douglas Powell 《Early Childhood Education Journal》2015,43(4):307-315

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Is Word-Problem Solving a Form of Text Comprehension?     

Lynn S. Fuchs  Douglas Fuchs  Donald L. Compton  Carol L. Hamlett  Amber Y. Wang 《Scientific Studies of Reading》2015,19(3):204-223

This study’s hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes.  相似文献   

Arguing with Stephanie Allais. Are National Qualifications Frameworks instruments of neoliberalism and social constructivism?     

Douglas Blackmur 《Quality in Higher Education》2015,21(2):213-228

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