The Impact of Primary Schooling on Agricultural Thinking and Practices in Kenya and Burundi     

Thomas Owen Eisemon 《Studies in Science Education》2013,49(1):5-28

  相似文献   

The effects of opposition and gender on knee kinematics and ground reaction force during landing from volleyball block jumps   总被引：1，自引：0，他引：1  

Hughes G  Watkins J  Owen N 《Research quarterly for exercise and sport》2010,81(4):384-391

The aim of this study was to examine the effect of opposition and gender on knee kinematics and ground reaction force during landing from a volleyball block jump. Six female and six male university volleyball players performed two landing tasks: (a) an unopposed and (b) an opposed volleyball block jump and landing. A 12-camera motion analysis system (120 Hz) was used to record knee kinematics, and a force platform (600 Hz) was used to record ground reaction force during landing. The results showed a significant effect for level of opposition in peak normalized ground reaction force (p = .04), knee flexion at ground contact (p = .003), maximum knee flexion (p = .001), and knee flexion range of motion (p = .003). There was a significant effect for gender in maximum knee flexion (p = .01), knee flexion range of motion (p = .001), maximum knee valgus angle (p = .001), and knee valgus range of motion (p = .001). The changes in landing biomechanics as a result of opposition suggest future research on landing mechanics should examine opposed exercises, because opposition may significantly alter neuromuscular responses.  相似文献   

The Summer of Friendship by Fire: A Doctoral Student Reminisces about Lessons in Diversity     

Jane C. Owen 《Multicultural Perspectives》2013,15(3):60-63

The journey toward becoming a multicultural person is not easy and is never finished. As an educational administrator in a tri-cultural state, I felt comfortable that I was proficient in dealing with diversity. Only when I began a doctoral program at a major Texas university was my naivety exposed. I quickly learned that experience in working with diverse populations and the ability to relate effectively to people of different ethnic backgrounds were vastly different. The two years I spent deeply immersed in a multiculturally rich cohort of doctoral students changed me. My eyes were opened to injustices that I had never before seen as I vicariously experienced life through the eyes of the “other.” Today, I am a professor at a regional university. My experiences, focused through the lens of theory, are the basis for the message to my students. I have traveled the road before and can now point the way toward a broader definition of acceptance and tolerance.  相似文献   

Private initiatives in higher education in Kenya   总被引：2，自引：0，他引：2  

Thomas Owen Eisemon 《Higher Education》1992,24(2):157-175

Africa's higher education crisis has prompted the growth of private institutions. Enrollments are very low and in most African countries do not account for a significant proportion of university enrollments. The largest number of private institutions are in Kenya which is the subject of a case study. Private institutions provide professional training in fields of employment opportunity but also offer an education that emphasizes character building functions of higher studies. Private higher education is expensive to provide and costly to attend. Many private institutions are caught in a dilemma. They can not achieve significant efficiencies by reducing instructional costs without damage to the quality of their programs, and they are reluctant to raise tuition and accommodation charges because of the distorting effects on student recruitment. As long as public higher education is provided at low or no cost and private higher education is entirely self-supporting, the private sector will have a peripheral role in higher education in Kenya and other African countries.  相似文献   

Marriage, adult adjustment, and early parenting   总被引：3，自引：0，他引：3  

M J Cox  M T Owen  J M Lewis  V K Henderson 《Child development》1989,60(5):1015-1024

The impact of parents' marriages, measured prenatally, on their parenting of firstborn, 3-month-old infants was assessed. Though the association between marriage and parenting was the focus, adult psychological adjustment was measured also to rule out the alternative hypothesis that psychological adjustment relates to both marital quality and parenting quality and accounts for any association between them. Hierarchical multiple regression analyses in which parental adjustment was entered first as a covariate were used to test the relation between close/confiding marriages and parenting of 3-month-old infants. From the findings, it was concluded that even when differences in individual psychological adjustment are taken into account, mothers are warmer and more sensitive with their infants and fathers hold more positive attitudes toward their infants and their roles as parents when they are in close/confiding marriages. It is asserted that qualities of marriage play an important part in the development of parent-child relationships.  相似文献   

Innovators' Delight?     

Joslyn Owen 《British journal of educational technology : journal of the Council for Educational Technology》1970,1(3):226-230

  相似文献   

A novel approach to London: Infusing ethnography and the study abroad experience     

Zachary A. Schaefer  Owen H. Lynch 《Communication Teacher》2017,31(2):112-115

Courses: Qualitative Research Methods, Ethnographic Research Methods.

Objective: This purpose of this activity is to document the enculturation process through which students begin to understand a new culture during a study abroad experience. To accomplish this, we created a new pedagogical approach for study abroad experiences that involved a combination of academic and fictional readings to help students make sense of and perform ethnographic research techniques.  相似文献   

Schooling,cognition and creating capacity for technological innovation in Africa     

Thomas Owen Eisemon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):329-348

This paper examines the important role of schooling in creating capacities for technological innovation in Africa. Schooling is a principal source of the modern scientific knowledge which most individuals possess. However, increasing levels of educational attainment does not necessarily increase capacities for innovation; it is what students learn in school rather than how long they attend school that is important. Policies to strengthen the impact of schooling must be based on a better understanding of how the content, language and processes of instruction influence the ways individuals think about the natural world and perform practical tasks in daily life involving use of modern health and agricultural technologies.

---

Zusammenfassung Im vorliegenden Artikel wird die bedeutende Rolle der Schulbildung zur Schaffung von Fertigkeiten und Fähigkeiten für die technologische Innovation in Afrika untersucht. Die Schulbildung ist die Hauptquelle der modernen wissenschaftlichen Kenntnisse, die die meisten Menschen besitzen. Jedoch bedeutet die Erhöhung der Leistungsanforderungen nicht notwendigerweise eine Erhöhung der Kapazitäten für die Innovation; wichtig ist nämlich eher, was die Schüler in der Schule lernen, als die Zeit, die sie sie besuchen. Strategien, um den Stellenwert der Schulausbildung zu steigern, müssen auf einem besseren Verständnis der Zusammenhänge beruhen, inwieweit Inhalt, Sprache und Lehrprozesse die Art und Weise beeinflussen, in der die einzelnen Schüler die natürliche Welt denken und die praktischen Aufgaben des täglichen Lebens erfüllen, indem sie sich der modernen Gesundheits- und Landwirtschaftstechnologien bedienen.

---

Résumé Le présent article examine le rôle important de la scolarité dans le développement de capacités d'innovation technologique en Afrique. La scolarité est la source majeure du savoir scientifique moderne que la majorité des personnes possèdent. Cependant, les niveaux toujours plus hauts de compétences éducatives n'agrandissent pas nécessairement les capacités novatrices. C'est moins la durée de la scolarité des élèves que ce qu'ils apprennent qui importe. Les politiques visant à renforcer l'impact de la scolarité doivent s'appuyer sur une meilleure compréhension de la manière dont les contenus, la langue et les processus d'enseignement influencent l'opinion que les individus ont du monde naturel et la façon dont ils accomplissent quotidiennement leurs tâches pratiques en ayant recours aux technologies médicales et agricoles modernes.

  相似文献   

Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms   总被引：1，自引：0，他引：1  

Sebre S  Sprugevica I  Novotni A  Bonevski D  Pakalniskiene V  Popescu D  Turchina T  Friedrich W  Lewis O 《Child abuse & neglect》2004,28(1):113-127

OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area.  相似文献   

Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms     

C. C. Hsiao  Jeff C. H. Huang  Anna Y. Q. Huang  Owen H. T. Lu  C. J. Yin 《Interactive Learning Environments》2019,27(8):1160-1177

ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.  相似文献