Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change related to obesity stigmatization     

Carmen Zahn  Norbert Schaeffeler  Katrin Elisabeth Giel  Daniel Wessel  Ansgar Thiel  Stephan Zipfel  Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education.  相似文献   

Preservice teachers’ blogging: collaboration across universities for meaningful technology integration     

Chrystine Mitchell  Laurie Friedrich  Carin Appleget 《Teaching Education》2013,24(4):356-372

ABSTRACT

The purpose of this study was to explore technology integration by preservice teachers (PSTs) through collaborative blogging between two universities. Researchers aimed to learn more about the ways PSTs apply and integrate technology into classrooms. As digital natives, many PSTs assume that because they already know how to use technology personally, they can also teach using technology. However, learning to integrate technology effectively in educational settings is a challenge. This two-phase qualitative study analyzed blogging between PSTs (n = 83) enrolled in elementary teacher education courses in two different regions of the United States. Data sources included anecdotal records, PST blog post and replies, PST and elementary student technology project artifacts, and questionnaires. The data revealed three themes related to technology integration by PSTs: (1) collaborating in an online community expanded professional learning, (2) PSTs demonstrated shifts in purposes, use of digital tools, and self-efficacy when learning to integrate technology, and (3) blogging served as a conduit for meaningful technology use. Findings show that collaboration through blogging with peers outside the walls of a university classroom was a catalyst for meaningful technology integration.  相似文献   

我国刑法罪刑法定原则与人权保障机能的关系     

吴裕民 《安庆师范学院学报(社会科学版)》2004,23(5):27-30

我国刑法典确立了具有中国特色的罪刑法定原则,刑事立法的现实与这一原则之间存在一定的冲突与差距,直接影响了刑法的人权保障机能。必须在适用刑法典的过程中运用立法解释和刑事司法解释的方式补救,才能消除这种影响,最大限度地体现罪刑法定原则,更加充分实现刑法的人权保障机能。  相似文献   

Soviet Education and Comparative Research—a German view     

Friedrich Kuebart 《比较教育学》1989,25(3):283-292

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Vom Geist des Übens     

Otto Friedrich Bollnow  O. Grupe 《Sportwissenschaft》1978,8(4):443-445

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Profiles     

Friedrich Froebel 《Prospects》1982,12(3):395-399

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Sexual knowledge and emotional reaction as indicators of sexual abuse in young children: theory and research challenges     

Brilleslijper-Kater SN  Friedrich WN  Corwin DL 《Child abuse & neglect》2004,28(10):1007-1017

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Three-dimensional printed millifluidic devices for zebrafish embryo tests     

Feng Zhu  Joanna Skommer  Niall P. Macdonald  Timo Friedrich  Jan Kaslin  Donald Wlodkowic 《Biomicrofluidics》2015,9(4)

Implementations of Lab-on-a-Chip technologies for in-situ analysis of small model organisms and embryos (both invertebrate and vertebrate) are attracting an increasing interest. A significant hurdle to widespread applications of microfluidic and millifluidic devices for in-situ analysis of small model organisms is the access to expensive clean room facilities and complex microfabrication technologies. Furthermore, these resources require significant investments and engineering know-how. For example, poly(dimethylsiloxane) soft lithography is still largely unattainable to the gross majority of biomedical laboratories willing to pursue development of chip-based platforms. They often turn instead to readily available but inferior classical solutions. We refer to this phenomenon as workshop-to-bench gap of bioengineering science. To tackle the above issues, we examined the capabilities of commercially available Multi-Jet Modelling (MJM) and Stereolithography (SLA) systems for low volume fabrication of optical-grade millifluidic devices designed for culture and biotests performed on millimetre-sized specimens such as zebrafish embryos. The selected 3D printing technologies spanned a range from affordable personal desktop systems to high-end professional printers. The main motivation of our work was to pave the way for off-the-shelf and user-friendly 3D printing methods in order to rapidly and inexpensively build optical-grade millifluidic devices for customized studies on small model organisms. Compared with other rapid prototyping technologies such as soft lithography and infrared laser micromachining in poly(methyl methacrylate), we demonstrate that selected SLA technologies can achieve user-friendly and rapid production of prototypes, superior feature reproduction quality, and comparable levels of optical transparency. A caution need to be, however, exercised as majority of tested SLA and MJM resins were found toxic and caused significant developmental abnormalities in zebrafish embryos. Taken together, our data demonstrate that SLA technologies can be used for rapid and accurate production of devices for biomedical research. However, polymer biotoxicity needs to be carefully evaluated.  相似文献   

Book reviews     

A. Harry Passow  Gilbert de Landsheere  A. D. C. Peterson  Harold J. Noah  Henry Saltzman  W. D. Halls  Gordon Bishop  Richard F. Goodings  Helmut von Bracken  Franz Hilker  Daniel J. Casey  Donald E. Super  Klaus Schleicher  Neville Postlethwaite  B. F. Nel  Peter Martin Roeder  Wolfgang Brezinka  Hans Friedrich  Eric Ashby  Franklin Parker  Ernst Prokop  Clare Burstall  Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375

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Academic self-concept and teachers' perceptions of normal,mentally retarded,and learning disabled elementary students     

James L. Carroll  Douglas Friedrich  James Hund 《Psychology in the schools》1984,21(3):343-348

The self-concepts of educable mentally impaired, learning disabled, and nonhandicapped children were assessed using the Student Self-Evaluation (SSE), Teacher Evaluation Scale (TES), and How I See Myself (HISM) test. A Groups × Age × Sex analysis of covariance, with IQ effects statistically controlled, was computed for each measure. On the SSE, the groups were significantly different, with nonhandicapped students having better self-concepts than learning disabled students, and learning disabled students having better self-concepts than educable mentally impaired students. Teacher estimates of self-concept (TES) indicated that nonhandicapped students have better self-concepts than have handicapped students. For the HISM scores, there was a Group × Sex interaction, but no significant main effects; there was no consistent pattern to the interactions. The results suggest that handicapped children, as a group, have a lower self-concept than have nonhandicapped children. Implications for educational programming and future research are offered.  相似文献