Electrode vessel for liquids heavier and lighter than the liouid junction potential eliminator     

L.E. Dawson 《Journal of The Franklin Institute》1926,201(5):643-644

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Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning     

Archer  Louise  Calabrese Barton  Angela M.  Dawson  Emily  Godec  Spela  Mau  Ada  Patel  Uma 《Cultural Studies of Science Education》2022,17(2):405-438

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...  相似文献   

Mediating Science and Society in the EU and UK: From Information-Transmission to Deliberative Democracy?     

Anwar Tlili  Emily Dawson 《Minerva》2010,48(4):429-461

In this paper we critically review recent developments in policies, practices and philosophies pertaining to the mediation between science and the public within the EU and the UK, focusing in particular on the current paradigm of Public Understanding of Science and Technology (PEST) which seeks to depart from the science information-transmission associated with previous paradigms, and enact a deliberative democracy model. We first outline the features of the current crisis in democracy and discuss deliberative democracy as a response to this crisis. We then map out and critically review the broad outlines of recent policy developments in public-science mediation in the EU and UK contexts, focusing on the shift towards the deliberative-democratic model. We conclude with some critical thoughts on the complex interrelationships between democracy, equality, science and informal pedagogies in public-science mediations. We argue that science and democracy operate within distinct value-spheres that are not necessarily consonant with each other. We also problematize the now common dismissal of information-transmission of science as inimical to democratic engagement, and argue for a reassessment of the role and importance of informal science learning for the “lay” public, provided within the framework of a deliberative democracy that is not reducible to consensus building or the mere expression of opinions rooted in social and cultural givens. This, we argue, can be delivered by a model of PEST that is creative and experimental, with both educational and democratic functions.  相似文献   

Alexandre hardy and seventeenth century French tragedy     

F. K. Dawson M.A.  Ph.D. 《Culture, Theory & Critique》2013,54(1):78-94

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Developmental change in the ERP responses to familiar faces in toddlers with autism spectrum disorders versus typical development     

Webb SJ  Jones EJ  Merkle K  Venema K  Greenson J  Murias M  Dawson G 《Child development》2011,82(6):1868-1886

Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development.  相似文献   

Movement patterns and physical strain during a novel, simulated cricket batting innings (BATEX)   总被引：1，自引：1，他引：0  

Houghton L  Dawson B  Rubenson J  Tobin M 《Journal of sports sciences》2011,29(8):801-809

A simulated cricket batting innings was developed to replicate the physical demands of scoring a century during One-Day International cricket. The simulated innings requires running-between-the-wickets across six 5-over stages, each of 21 min duration. To validate whether the simulated batting innings is reflective of One-Day International batting, movement patterns were collected using a global positioning system (GPS) and compared with previous research. In addition, indicators of physical strain were recorded (heart rate, jump heights, sweat loss, tympanic temperature). Nine club cricketers (mean ± s: age 20 ± 3 years; body mass 79.5 ± 7.9 kg) performed the simulated innings outdoors. There was a moderate trend for distance covered in the simulated innings to be less than that during One-Day batting (2171 ± 157 vs. 2476 ± 631 m · h?1; effect size = 0.78). This difference was largely explained by a strong trend for less distance covered walking in the simulated innings than in One-Day batting (1359 ± 157 vs. 1604 ± 438 m · h?1; effect size = 1.61). However, there was a marked trend for distance covered both striding and sprinting to be greater in the simulated innings than in One-Day batting (effect size > 1.2). Practically, the simulated batting innings may be used for match-realistic physical training and as a research protocol to assess the demands of prolonged, high-intensity cricket batting.  相似文献   

Editors’ Notes     

Kara Dawson  Swapna Kumar 《TechTrends》2014,58(4):2-4

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An analysis of professional practice Ed.D. dissertations in Educational Technology     

Kara Dawson  Swapna Kumar 《TechTrends》2014,58(4):62-72

The University of Florida offers an online professional practice Ed.D. focused on Educational Technology. Twenty-three students have completed professional practice dissertations and graduated since the program’s inception in 2008. The purpose of this article is to share what these dissertations have looked like and to begin a dialogue about professional practice dissertations completed in online educational technology programs. Specifically, we (1) provide an overview of different ways professional practice Ed.D. dissertations are structured, (2) share guiding principles for professional practice dissertations in our Ed.D. program, (3) analyze the ways in which these guiding principles played out in the dissertations and (4) discuss the implications of our analysis for our program and for other online professional practice programs in Educational Technology.  相似文献   

Improvements in heat tolerance induced by interval running training in the heat and in sweat clothing in cool conditions     

B Dawson  F S Pyke  A R Morton 《Journal of sports sciences》1989,7(3):189-203

To compare the effectiveness of training in heat and in sweat clothing in cool conditions on improving heat tolerance, two groups of active subjects (n = 6 in each) performed an interval running heat-tolerance test before and after a 7-day experimental treatment. On each treatment day the subjects attempted to complete 4 x 15 min interval treadmill running periods (a 7.5 s effort every 30 s, on 15 km h-1, 15% grade; the same exercise format as the heat-tolerance test), which were interspersed with 5-min recovery periods (total time each day = 80 min). Group 1 (heat) ran in shorts, socks and shoes in hot humid conditions, and Group 2 (sweat clothing) ran in cool conditions dressed in shorts, socks and T-shirt covered by a polyester-cotton tracksuit, over which was worn 100% nylon spray-proof pants and jacket (cotton lined) with an acrylic cloth bobble hat (beanie) on the head. Both groups displayed changes typical of heat acclimatization over the 7-day period, with significant decreases in final rectal temperature (Tr) and heart rate (HR) being evident, but no change in sweat loss. Mean skin temperature (Tsk) was similar in both groups during the training sessions (heat group: 34.8-35.7 degrees C; sweat clothing group 34.9-35.5 degrees C). After the heat-tolerance test, both groups had significantly lower Tr, Tsk and HR values than before, and sweating sensitivity (g m-2 h-1 degrees C rise in Tr) was significantly increased. There was only one significant difference between the two groups (Tsk, 20th min value). It was concluded that training in sweat clothing in cool conditions can provide the same improvements in heat tolerance as training in hot humid conditions where a fixed exercise intensity and duration are used.  相似文献   

What do they say they want? year 7 students' preferences in science     

C. J. Dawson  N. Bennett 《Research in Science Education》1981,11(1):193-201

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