The “Gallop Poll”: Using Evaluation to Develop Fossil Horses in Cyberspace,An Online Exhibition     

Betty Dunckel Camp  Bruce J. MacFadden  Melissa J. Mercer 《Curator: The Museum Journal》2000,43(3):211-230

The number, complexity, and popularity of World Wide Web sites has increased dramatically in recent years, providing a new opportunity for museum access. This case study describes the front‐end and formative evaluations conducted during the development of the Florida Museum of Natural History's first virtual exhibition, Fossil Horses in Cyberspace < http:www.flmnh.ufl.edunatscivertpaleofhcfhc.htm >, which during 2000 received −540,000 hits equating to −60,000 user sessions. As with physical exhibitions, evaluation is critical to enhancing the educational effectiveness and appeal of online exhibitions.  相似文献   

Assessment of setting in the behavioral ratings of preschoolers with and without high levels of activity     

Melissa Stormont  Sydney S. Zentall 《Psychology in the schools》1999,36(2):109-115

Parents report their preschoolers' excessive activity and inattention as early as age two. Unfortunately, most reports and ratings involve global assessments collapsed across settings. Research has not investigated specific behavior as a function of play, TV, meals, and sleep settings for preschool children. To this end, fifty‐six preschoolers (aged 3–5) were placed in a high active or comparison group based on a preschool rating scale. Individual types of behavior that differentiated between groups and an interaction of group with setting indicated that comparison preschoolers modulated changing activities during play and TV; whereas, preschoolers with hyperactivity demonstrated more stable activity across settings. The implications of these findings are discussed. © 1999 John Wiley & Sons, Inc.  相似文献   

Parental sport achievement and the development of athlete expertise     

Stuart G. Wilson  Melissa J. Wilson  Joseph Baker 《European Journal of Sport Science》2019,19(5):661-670

This study sought to examine how parental sport involvement and attainment were related to the eventual level of competitive sport attained by their children. Athletes (n?=?229) were divided into three skill level groups (elite: n?=?139; pre-elite: n?=?33; non-elite: n?=?57), based on the peak competition level achieved in their career, which were compared using chi-squares tests of independence and analyses of variance according to parents sport characteristics provided through the Developmental History of Athletes Questionnaire. Parental recreational and competitive sport participation was overrepresented among elite athletes, as were parents who reached an elite level of sport themselves. Results were found to differ according to parent sex, with athlete skill level significantly related to the sport participation and skill level of fathers, but not mothers. Results suggest parental sport experiences at different levels of competition influence the development of athletes, although these relationships are subject to many factors.  相似文献   

Biceps femoris long head sarcomere and fascicle length adaptations after 3 weeks of eccentric exercise training     

Patricio A.Pincheira  Melissa A.Boswell  Martino V.Franchi  Scott L.Delp  Glen A.Lichtwark 《运动与健康科学(英文)》2022,11(1):43-49

Background:Eccentric exercise increases muscle fascicle lengths;however,the mechanisms behind this adaptation are still unknown.This study aimed to determine whether biceps femoris long head(BFlh)fascicle length increases in response to 3 weeks of eccentric exercise training are the result of an in-series addition of sarcomeres within the muscle fibers.Methods:Ten recreationally active participants(age=27±3 years;mass=70±14 kg;height=174±9 cm;mean±SD)completed 3 weeks of Nordic hamstring exercise(NHE)training on a custom exercise device that was instrumented with load cells.We collected in vivo sarcomere and muscle fascicle images of the BFlh in 2 regions(central and distal)by using microendoscopy and 3 dimension ultrasonography.We then estimated sarcomere length,sarcomere number,and fascicle length before and after the training intervention.Results:Eccentric knee flexion strength increased after the training(15%;p<0.001;η_p²=0.75).Further,we found a significant increase in fascicle length(21%;p<0.001;η_p²=0.81)and sarcomere length(17%;p<0.001;ηp2=0.90)in the distal but not in the central portion of the muscle.The estimated number of sarcomeres in series did not change in either region.Conclusion:Fascicle length adaptations appear to be heterogeneous in the BFlh in response to 3 weeks of NHE training.An increase in sarcomere length,rather than the addition of sarcomeres in series,appears to underlie increases in fascicle length in the distal region of the BFlh.The mechanism driving regional increases in fascicle and sarcomere length remains unknown,but we speculate that it may be driven by regional changes in the pas sive tension of muscle or connective tis sue adaptations.  相似文献   

Moral rights protection for the visual arts     

Melissa Boyle  Stacy Nazzaro  Debra O’Connor 《Journal of Cultural Economics》2010,34(1):27-44

Beginning in 1979, certain states extended extra copyright protection, known as “moral rights” protection, to visual artists. Moral rights protection, which was incorporated into U.S. copyright law in 1990, ensures that works cannot be altered in a manner that would negatively impact the reputation of the artist. Using difference-in-differences regression strategies, we compare artists and non-artists in states with moral rights laws to those in states without these laws, before and after the laws are enacted. This enables us to test the impact of the laws on the behavior of artists, consumers, and policy makers. Our analysis reveals that the average artist’s income falls by around $4000 per year as a result of moral rights legislation, but we find no impact of the laws on artists’ choices of residence or on state-level public spending on the arts.  相似文献   

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective     

Bronwen Deacon  Melissa Laufer  Len Ole Schäfer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):441-466

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.

Practitioner notes

What is already known about this topic

• Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
• However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
• There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.

What this paper adds

• This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
• This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
• This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.

Implications for practice and/or policy

• Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
• Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
• The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.

  相似文献   

‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England     

Kate Greer  Heather King  Melissa Glackin 《British Educational Research Journal》2023,49(5):1088-1107

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.  相似文献   

School psychologists and autism identification: Present challenges and potential solutions     

Suzanne G. Margiano  Kari A. Sassu  Brittany A. Dale  Jacqueline M. Caemmerer  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):441-451

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献   

Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education     

Melissa A. Carroll  Alison McKenzie  Mary Tracy-Bee 《Anatomical sciences education》2022,15(2):420-430

This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry-level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long-awaited tool for guiding anatomy educators in physical therapy education.  相似文献   

Advancing autism technology     

Johanna M. deLeyer-Tiarks  Michael G. Li  Michelle Levine-Schmitt  Bryndis Andrade  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):495-506

The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum.  相似文献