Protection from motorcycle neck–braces using FE modelling     

Frank Meyer  Caroline Deck  Rémy Willinger 《Sports Engineering》2018,21(4):267-276

In road and off-road motorcycle accidents, neck injury often has a catastrophic outcome if not fatal. To protect motorcyclists’ necks, a number of neck–braces are available on the market. The level of protection from these systems is not well reported because of the absence of an accepted neck-loading evaluation standard. The present study proposed a numerical evaluation for the neck–brace to protect the neck. Twenty-four impacts with and without the brace were simulated by changing impact angles and initial impact velocities. For each simulation, the vertical force, the extension moment, and the normalized neck injury criterion were calculated. Results showed that the risk of AIS 3?+?neck injury was reduced by the neck–brace on average by 39 and 13% at 5.5 and 6.5 m/s, respectively, when the normalized neck injury criterion was considered; however, for impact velocities, above 6.5 m/s, the neck–brace was not as efficient in reducing overall neck injury risk.  相似文献   

The development of affective subscales to reflect variation in students' experiences of studying mathematics in higher education     

J.H.F. Meyer  M.G. Eley 《Higher Education》1999,37(2):197-216

The focus of this paper is on the isolation and modelling of a set of affective sources of variation in student learning that seem specific to the discipline of mathematics. Such affective sources contribute to developing a more comprehensive discipline-specific model of student learning that can provide information about individual students, and the context of their learning engagement, in terms that are sufficiently specific for counselling and other forms of teacher-based interventions. The first part of the paper describes the development of conceptually discrete subscales to represent these sources of variation, and their associated psychometric properties. These subscales constitute the Experiences of Studying Mathematics Inventory (ESMI). The second part describes a field trialling of the ESMI subscales to test their sensitivity to influences and learning outcomes within a particular context of first year mathematics studies.  相似文献   

Examining the Motivation of Health Profession Students to Study Human Anatomy     

Eiman M. Abdel Meguid  Claire F. Smith  Amanda J. Meyer 《Anatomical sciences education》2020,13(3):343-352

Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18–10.8, P < 0.001) and (β = 6.25, CI: 3.40–9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19–6.86, P = 0.006) and (β = 5.38, CI: 2.32–8.44, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18–7.25, P = 0.04) and (β = 3.07, CI: 0.03–6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.  相似文献   

Designs for instructional designers     

Susan Meyer Markle  William Deterline 《Performance Improvement》1991,30(6):34-36

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Gruppendynamische Verfahren zur Optimierung des Lehr- und Lernprozesses     

Ernst Meyer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(4):422-431

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From The Sun Also Rises to High Noon: The Hypervisual Great Awakening in American Literature and Film     

William E.H. Meyer 《Journal of American culture (Malden, Mass. : 2003)》1996,19(3):25-37

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Functions of Written Language in a First Grade Classroom     

Richard J. Meyer 《Literacy》1996,30(2):24-29

Teachers of young children often ask them to write across a wide variety of genres and functions. This article focuses upon the experience of one child as she undertakes all this writing. Richard Meyer finds that several hidden functions of language come to the fore in the child's experience and he goes on to examine the implications of this view of classrooms for future development.  相似文献   

Boots for the Bairns     

W.R. Meyer 《Journal of educational administration and history》1987,19(1):27-35

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Applying the Collective Causal Mapping Methodology to Operations Management Curriculum Development*     

Julie M. Hays  Tatiana Bouzdine‐Chameeva  Susan Meyer Goldstein  Arthur V. Hill  Annibal Jos Scavarda 《Decision Sciences Journal of Innovative Education》2007,5(2):267-287

Although the field of operations management has come a long way since its beginnings in scientific management, the field still appears somewhat amorphous and unstructured to many. Introductory operations management textbooks usually include a number of largely disjointed topics, which leave many students (and their instructors) without a coherent framework for understanding the field. As a result, the importance and sequencing of topics varies widely between courses and instructors, even within the same university. This article applies the newly developed Collective Causal Mapping Methodology to create a causal map for the entire field of operations management. The causal map is built on expert opinions collected from over 250 academics and practitioners representing many areas of expertise, schools, organizations, and countries. This collective causal map is then used to create a new framework for understanding and teaching operations management. This framework can aid instructors in determining which topics should be taught in an operations management course, how these topics might be grouped and sequenced, and the important interrelationships among the topics that should be stressed to students.  相似文献   

Creative Projects: A Place in Counselor Education     

James B. Meyer 《Counselor Education & Supervision》1972,11(4):313-316

During the past 15 years, a series of dramatic and important changes in the conceptualization of counseling theory and practice has occurred. However, concomitant changes in counselor education theory and practice have not kept pace. Blocher (1968) addressed himself to this problem in the following way:  相似文献