Summary of teaching aids survey of the council on radio‐television journalism     

Harry Heath 《广播与电子媒介杂志》2013,57(2):172-173

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Legislative Branch: House     

Stephen Heath  Rick Altman  A.J. Prats  Thomas Allen Nelson  Ingmar Bergman  Annette Kuhn 《Communication Booknotes Quarterly》2013,44(12):141-142

Stephen Heath, QUESTIONS OF CINEMA (Bloomington: Indiana University Press, 1981—$22.50/$9.95)

Rick Altman, ed., GENRE: THE MUSICAL (London: Routledge and Regan Paul, 1981—$19.95)

A.J. Prats, THE ALTIONOMOUS IMAGE: CINEMATIC NARRATION AND HUMANISM (Lexington: The University Press of Kentucky, 1981—$14.50)

Thomas Allen Nelson, KUBRICK: INSIDE A FILM ARTIST'S MAZE (Bloomington: Indiana University Press, 1982—$37.50/$9.95)

Ingmar Bergman can be found in Paisley Livingston, INGMAR BERGMAN AND THE RITUALS OF ART (Ithaca: Cornell University Press, 1982—$19.95)

Annette Kuhn, WOMEN'S PICTURES: FEMINISM AND CINEMA (London: Routledge Et Kegan Paul, 1982—$9.95 paper)

Herbert Eagle ( ed . ) , RUSSIAN FORMALIST FILM THEORY (Av ailable from Michigan Slavic Publications, 3040 MLB, Department of Slavic Languages and Literatures, University of Michigan, Ann Arbor'48109 —no price given)

Robert Edmonds, THE SIGHTS AND SOUNDS OF CINEMA AND TELEVISION: HOW THE AESTHETIC EXPERIENCE INFLUENCES OUR FEELINGS (New York: Teachers College Press, 1982—no price given)

Gerald Mast, HOWARD HAWKS, STORYTELLER (New York: Oxford University Press, 1982—$29 95)

John R. May and Michael Bird (ed.), RELIGION IN FILM (Knoxville: University of Tennessee Press, 1982—$16.50/$7.95)  相似文献   

Supramaximal Eccentrics Versus Traditional Loading in Improving Lower-Body 1RM: A Meta-Analysis     

Andrew N. L. Buskard  Heath R. Gregg  Soyeon Ahn 《Research quarterly for exercise and sport》2018,89(3):340-346

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Museums are aware of you.     

A Heath 《Special education: forward trends》1978,5(2):24-29

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The Effect of Content Delivery Style on Student Performance in Anatomy     

Lloyd J. White  Heath W. McGowan  Aaron C. McDonald 《Anatomical sciences education》2019,12(1):43-51

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes     

Sophia M. Ndethiu  Marguerite K. Miheso-O’Connor  David W. Khatete  Katie L. Heath 《Africa Education Review》2017,14(1):58-86

The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40–59 students per class. This article reports initial findings on teachers’ and principals’ perspectives related to large classes. We used questionnaires, interviews and classroom observation data to examine teachers’ and principals’ perspectives regarding their capacities to teach and manage large classes; what challenges large class sizes present; and what additional supports teachers and principals perceive to be necessary. Both teachers and principals reported that the current class size has a negative impact on teaching and learning. Additionally, both teachers and principals cited a need for more support in the form of (a) professional development; (b) workload reduction; and (c) increased resources. These areas of support could help to mediate the effects of large class size, including an almost sole reliance on lecturing with little teacher-to-student and studentto-student interaction.  相似文献   

Who hears the voice of the deceased?     

Heath SG 《Anatomical sciences education》2011,4(3):178-179

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Shifting Ethnic Identities in Spain and Gaul 500–700: From Romans to Goths and Franks     

Christopher Heath 《Al-Masaq: Islam & the Medieval Mediterranean》2019,31(1):116-117

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Negotiating Faces in Coping with Workplace Bullying: A Cross-Cultural Investigation     

Jaesub Lee  Jingpei J. C. Lim  Robert L. Heath 《Journal of Intercultural Communication Research》2019,48(2):112-131

Workplace bullying is often a traumatic communication experience. Using face-negotiation theory, this study compared strategic coping behaviors of employees from individualistic and collectivistic cultures. Findings from surveys of U.S. Americans and Singaporeans (N = 648) revealed that face concerns predict use of coping strategies modestly. In both cultures, self-face positively relates to neglect and acquiescence, and other-face negatively associates with retribution. Further, culture does not moderate relationships between face concerns and enactment of strategic coping behaviors, suggesting that people in both cultures cope with bullying in a similar manner.  相似文献   

Validation of a single-stage submaximal treadmill walking test     

Waddoups L  Wagner D  Fallon J  Heath E 《Journal of sports sciences》2008,26(5):491-497

The single-stage treadmill walking test of Ebbeling et al. is commonly used to predict maximal oxygen consumption (.VO(2max)) from a submaximal effort between 50% and 70% of the participant's age-predicted maximum heart rate. The purpose of this study was to determine if this submaximal test correctly predicts .VO(2max) at the low (50% of maximum heart rate) and high (70% of maximum heart rate) ends of the specified heart rate range for males and females aged 18 - 55 years. Each of the 34 participants completed one low-intensity and one high-intensity trial. The two trials resulted in significantly different estimates of .VO(2max) (low-intensity trial: mean 40.5 ml . kg(-1) . min(-1), s = 9.3; high-intensity trial: 47.5 ml . kg(-1) . min(-1), s = 8.8; P < 0.01). A subset of 22 participants concluded their second trial with a .VO(2max) test (mean 47.9 ml . kg(-1) . min(-1), s = 8.9). The low-intensity trial underestimated (mean difference = -3.5 ml . kg(-1) . min(-1); 95% CI = -6.4 to -0.6 ml . kg(-1) . min(-1); P = 0.02) and the high-intensity trial overestimated (mean difference = 3.5 ml . kg(-1) . min(-1); 95% CI = 1.1 to 6.0 ml . kg(-1) . min(-1); P = 0.01) the measured .VO(2max). The predictive validity of Ebbeling and colleagues' single-stage submaximal treadmill walking test is diminished when performed at the extremes of the specified heart rate range.  相似文献