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Giovanna Badia 《College & Undergraduate Libraries》2018,25(1):65-71
Teaching information literacy (IL) sessions can be emotionally exhausting, especially when faced with a heavy instructional workload that requires repeating similar course content multiple times. This article lists forty practical, how-to strategies for avoiding burnout and thriving when teaching. 相似文献
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Giovanna Badia 《College & Undergraduate Libraries》2016,23(2):210-216
Research question or topic formulation is an important skill for individuals to learn in order to become information literate. There are few reports in the literature on how to teach this skill and assess the instruction delivered. This article presents instructional strategies and an active learning activity that librarians can use to teach students how to develop research topics. 相似文献
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The central question asked was whether differential shock modification occurs (posturally induced differences in shock contact time) under signaled and unsignaled conditions using scrambled shock. Shock modifiability was tested with two different shock sources, intensities, and scrambling units by measuring the duration of time subjects were in contact with shock. Subjects were then given a choice between the signaled and unsignaled conditions. Results showed that differential modification of shock contact time did not occur between signaled and unsignaled conditions with any shock source, intensity, or scrambler unit. In addition, subjects preferred the signaled condition. It was concluded that experiments using scrambled shock are not confounded by posturally induced differences in shock contact time. 相似文献
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This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N?=?67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development. 相似文献
25.
Pietro Cerreta 《Science & Education》2014,23(4):747-760
The Gravity-Powered Calculator is an exhibit of the Exploratorium in San Francisco. It is presented by its American creators as an amazing device that extracts the square roots of numbers, using only the force of gravity. But if you analyze his concept construction one can not help but recall the research of Galileo on falling bodies, the inclined plane and the projectile motion; exactly what the American creators did not put into prominence with their exhibit. Considering the equipment only for what it does, in my opinion, is very reductive compared to the historical roots of the Galilean mathematical physics contained therein. Moreover, if accurate deductions are contained in the famous study of S. Drake on the Galilean drawings and, in particular on Folio 167 v, the parabolic paths of the ball leaping from its launch pad after descending a slope really actualize Galileo’s experiments. The exhibit therefore may be best known as a ‘Galilean calculator’. 相似文献
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Isabella Martins Rodrigues Gustavo Ramos Dalla Bernardina Karine Jacon Sarro Guido Baroni Pietro Cerveri Amanda Piaia Silvatti 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):51-62
Ballet training includes exercises of high and moderate intensities, which require breathing control for a good performance. This study describes the thoracoabdominal motion of professional dancers and compares the breathing patterns between professional dancers and non-dancers. Participants of this study were four male and four female (30.33 ± 4.64 years) professional dancers and four male and four female (22.75 ± 1.49 years) non-dancers. The participants executed two breathing manoeuvres while sitting motionless: quiet breathing (QB) and vital capacity (VC). The 3D coordinates of 32 retro-reflective markers positioned on the trunk were used to calculate the volume of the superior thorax, inferior thorax and abdomen. Principal component analysis was applied in the volume variation of each trunk compartment to search for dominant independent variables in a breathing motion pattern. The correlation coefficient was calculated to verify the coordination between the compartments during the breathing manoeuvres. A predominance of the superior thorax or abdomen movement was found in both groups. The professional ballet dancers have an efficient breathing pattern and maintain the same breathing pattern in QB and VC manoeuvres. On the other hand, the non-dancers group showed relevant changes of the breathing pattern to respond to a greater breathing effort, like in VC. 相似文献
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Marcelo Arancibia Herrera Antoni Badia Garganté Carmen Paz Soto Caro 《Technology, Pedagogy and Education》2018,27(1):101-114
During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions. 相似文献
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Hyerim Oh Margaret Sutherland Niamh Stack Maria del Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166
Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements 相似文献
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Pietro Moncada-Paternò-Castello Constantin Ciupagea Alexander Tübke 《Research Policy》2010,39(4):523-536
This paper examines whether there are significant differences in private R&D investment performance between the EU and the US and, if so, why. The study is based on data from the 2008 EU Industrial R&D Investment Scoreboard. The investigation assesses the effects of three very distinct factors that can determine the relative size of the overall R&D intensities of the two economies: these are the influence of sector composition (structural effect) vis-à-vis the intensity of R&D in each sector (intrinsic effect) and company demographics. The paper finds that the lower overall corporate R&D intensity for the EU is the result of sector specialisation (structural effect) - the US has a stronger sectoral specialisation in the high R&D intensity (especially ICT-related) sectors than the EU does, and also has a much larger population of R&D investing firms within these sectors. Since aggregate R&D indicators are so closely dependent on industrial structures, many of the debates and claims about differences in comparative R&D performance are in effect about industrial structure rather than sectoral R&D performance. These have complex policy implications that are discussed in the closing section. 相似文献