An assessment of the role of communication apprehension in communicating with the terminally ill     

Joe Ayres  Tim Hopf 《Communication Research Reports》2013,30(2):227-234

Students who reported being high or low communication apprehensives in interpersonal encounters were asked to read a letter from a terminally or not terminally ill patient and write a letter in reply. These students also completed a variety of self‐report measures. In essence, high CAs were found to be less willing to communicate, less willing to volunteer, less willing to work with terminal patients, and felt less confident about their communication than low CAs. High CAs also disclosed less to terminal patients than did people in any other circumstance. Further, terminal patients who were depicted as quiet received less self‐disclosure and less communication that was sensitive to their perspective than did those in any other circumstance.  相似文献   

In sickness and in need: the how and why of special consideration for students     

Kelly de Lambert  Tim Williams 《Assessment & Evaluation in Higher Education》2006,31(1):55-69

This article reviews the practice of special consideration for students who have been unable to complete examinations or assignments due to temporary incapacity such as illness or bereavement. A literature review revealed no meaningful academic discussion on the place of such special consideration in higher education. A broad overview of the international situation is presented and the courses of action used in various institutions are identified. While it is a widely accepted practice that some form of special consideration is offered to students, there is no generally argued justification for it. The key argument offered in this article is that special consideration can be offered while still being fair and while maintaining academic rigour. The broad social values that can be used to justify special academic consideration are presented, as are the general conditions which must exist for special consideration to be justified and verified. The paper closes with a brief review of potential further research in this area.  相似文献   

Virtual Reality: Low-Cost Tools and Resources for the Classroom     

Abbie Brown  Tim Green 《TechTrends》2016,60(5):517-519

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Pre-training perceived wellness impacts training output in Australian football players     

Tania F. Gallo  Stuart J. Cormack  Tim J. Gabbett  Christian H. Lorenzen 《Journal of sports sciences》2016,34(15):1445-1451

The impact of perceived wellness on a range of external load parameters, rating of perceived exertion (RPE) and external load:RPE ratios, was explored during skill-based training in Australian footballers. Fifteen training sessions involving 36 participants were analysed. Each morning before any physical training, players completed a customised perceived wellness questionnaire (sleep quality, fatigue, stress, mood and muscle soreness). Microtechnology devices provided external load (average speed, high-speed running distance, player load and player load slow). Players provided RPE using the modified Borg category-ratio 10 RPE scale. Mixed-effect linear models revealed significant effects of wellness Z-score on player load and player load slow. Effects are reported with 95% confidence limits. A wellness Z-score of ?1 corresponded to a ?4.9 ± 3.1 and ?8.6 ± 3.9% reduction in player load and player load slow, respectively, compared to those without reduced wellness. Small significant effects were also seen in the average speed:RPE and player load slow:RPE models. A wellness Z-score of ?1 corresponded to a 0.43 ± 0.38 m·min^?1 and ?0.02 ± 0.01 au·min^?1 change in the average speed:RPE and player load slow:RPE ratios, respectively. Magnitude-based analysis revealed that the practical size of the effect of a pre-training perceived wellness Z-score of ?1 would have on player load slow was likely negative. The results of this study suggests that monitoring pre-training perceived wellness may provide coaches with information about the intensity of output that can be expected from individual players during a training session.  相似文献   

Sleep monitoring of a six-day microcycle in strength and high-intensity training     

Sarah Kölling  Thimo Wiewelhove  Christian Raeder  Stefan Endler  Alexander Ferrauti  Tim Meyer 《European Journal of Sport Science》2016,16(5):507-515

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The instructional design portfolio: Software to support spelling development: An instructional media design project     

Brown  Abbie  Green  Tim  Yopp  Hallie Kay  Yopp  Ruth Helen 《TechTrends》2005,49(4):75-79

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Primary Partnership Matters: some views from the profession     

Sheila Miles  Tim Everton  Michael Bonnett 《Cambridge Journal of Education》1994,24(1):49-65

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Software that assists learning within a complex abstract domain: the use of constraint and consequentiality as learning mechanisms     

James Aczel  Pat Fung  Richard Bornat  Martin Oliver  Tim O'Shea  Bernard Sufrin 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):625-638

This paper describes a research project into undergraduates’ use of a software tool to learn symbolic logic—a complex abstract domain that has been shown to be intimidating for students. The software allows the students to manipulate proofs in certain ways and then calculates the consequences of their actions. A research method has been developed that allowed students’ use of this tool to be modelled, and this model was then used to identify, refine and create visual cues that provide support for students’ reasoning. The focus of this paper is the role of the software as an artefact to aid students’ visualisation of reasoning processes rather than the logic itself. The main mechanisms by which this visualisation is supported are the imposition of constraints on the actions available and the demonstration to students of the consequences of their actions. The study shows that the software encouraged experimentation with different routes to a proof, and constituted a challenge to fixated reasoning.  相似文献   

Framing the benefits of higher education participation from the perspective of non-completers     

Ian Cunninghame  Tim Pitman 《高等教育研究与发展》2020,39(5):926-939

ABSTRACT

Ensuring that students of all backgrounds are smoothly transitioned through the stages of access, participation and completion in higher education has been the focus of much public policy and research in recent decades. Subsequently, public policy discourse treats those who do not complete their higher education degrees as unsuccessful, despite a lack of research considering the beneficial outcomes of non-completing students. Evidence of beneficial outcomes of higher education participation without completion has potential to challenge the deficit-centric discourse of completion dependent on a binary view of success and failure. This article details a critical discourse analysis of responses to a 2017 survey of university non-completers asked ‘were there any benefits from the time you spent doing an [sic] incomplete degree?’. This study finds that non-completers experience a wide range of benefits from incomplete studies despite the dominant discourse discounting their experiences as unsuccessful. Additionally, this study presents a critique of framing surveys of non-completing students within the normative bounds of success as completion in higher education, and instead calls for a more nuanced construction of success in higher education.  相似文献   

Principles for the design of dynamic tracing environments for novice programmers     

Tim Rajan 《Instructional Science》1990,19(4-5):377-406

This paper describes the principled design of a computational environment which depicts an animated story of the execution of programs for novice programmers. The design principles are aimed at solving the problems that novice programmers face when learning new programming languages, and are embodied in an Animated Program Tracer (APT) for Prolog. The goal of this research is to develop a more systematic, if not yet scientific, basis for the design of animated tracing tools.  相似文献