Summer Professional Development in Chemistry for Inservice Teachers Using OWL Quick Prep     

Cynthia B. Powell  Kim L. Pamplin  Robert E. Blake  Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132

Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions in the tutoring modules showed significant improvement in content mastery.  相似文献   

Where science meets practice: Olympic coaches’ crafting of the tapering process     

Darren Ritchie  Andrew Kirkland 《Journal of sports sciences》2018,36(10):1145-1154

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The Gerontological Imagination: An Integrative Paradigm of Aging     

Reviewed by Lyn Holley  Chuck Powell 《Educational gerontology》2018,44(7):478-479

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Do corporate management tools inevitably corrupt the soul of the university? Evidence from the implementation of responsibility center budgeting     

Darren Deering 《Tertiary Education and Management》2018,24(2):115-127

The use of corporate management tools in universities has been widely critiqued in recent decades, as it is viewed as undermining academic goals and promoting marketization and corporatization. Responsibility center budgeting (RCB) is one popular management tool that has been decried as promoting market logics, internal competition and institutional fragmentation. This comparative case study investigated four North American universities that employed RCB for several years, to investigate the relationship between unit autonomy and coordination. Site visits and interviews with key informants were conducted at the four universities, supplemented by document analysis. The analysis identifies widely different experiences between two sets of universities. Findings show that the ability of the central administration to promote vertical coordination is critical to mitigating the adverse consequences of RCB.  相似文献   

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players     

Darren C. Treasure  Paul J. Carpenter  Keith T.D. Power 《Journal of sports sciences》2013,31(8):571-577

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996–97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/ moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.  相似文献   

Chest—Height—Weight Tables for College Women     

F. E. Ludlum  Elizabeth Powell 《Research quarterly for exercise and sport》2013,84(3):55-57

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Private universities: a way to increase access to university education in Ontario     

Billroy Powell 《Higher Education in Europe》2004,29(2):243-253

The citizens of Ontario are requiring increasingly specialized skills. These are needed by the business community so that it will be able to compete effectively in the global economy. A perception exists that the traditional, publicly funded universities in Ontario are ill equipped to provide the necessary training that is required by employers. The reasons cited are the following: (i) inadequately applied science programmes; and (ii) insufficient space to accommodate students pursuing university education. The reduction in funding for Ontario universities makes the expansion of their current infrastructures a rather difficult proposition. Therefore, permitting private universities to operate in Ontario might be a viable option for increasing access to university education.  相似文献   

A comparison of signaled vs. unsignaled free-operant avoidance in wild and domesticated rats     

Robert W. Powell 《Learning & behavior》1976,4(3):279-286

Three experiments compared the performance of domesticated hooded rats and nondomesticated black rats under signaled and unsignaled free-operant leverpress avoidance. There was no difference between groups in asymptotic shock rates under unsignaled avoidance; however, the black rats avoided much more successfully when the signal was present, while the hooded rats showed little or no improvement. When a longer signal was employed (10 vs. 5 sec), the effects were essentially the same. The black rats generally had higher response rates, and this difference was most pronounced in extinction, where the hooded rats made very few responses. The domesticated rats received a disproportionately large number of shocks early in the session (warm-up) under unsignaled avoidance, but this tendency was much less pronounced for the black rats. However, both groups showed appreciable amounts of warm-up during signalled avoidance. The findings are discussed in terms of differences in levels of activation/arousal between domesticated and nondomesticated animals.  相似文献   

Reimagining the purpose of VET – Expanding the capability to aspire in South African Further Education and Training students     

Lesley Powell 《International Journal of Educational Development》2012

This paper applies the capabilities approach to the broader debate of the role of vocational education and training (VET) in poverty alleviation. The capabilities approach provides an approach for conceptualising and evaluating VET which differs in orientation from dominant productivist conceptions. It does so by shifting the focus from economic development to human development. By placing the well-being of VET students at the centre of our concern it shifts the lens from income generation and with it employability to a lens on capability expansion which includes but is not limited to the capability to work. The paper is based on interviews with 20 South African Further Education and Training (FET) college students. The central argument is that VET has an important role to play in poverty alleviation, but only if located in a multi-dimensional view of poverty which understands poverty as capability deprivation across multiple human functionings. In this broader notion of poverty, the role that VET plays includes training for employability, but also includes the expansion of other important capabilities such as, and in the voice of a FET student interviewed in this study, ‘the ability to dream’, or in the language of the capabilities approach, the capability to aspire.  相似文献   

The somatic marker as a “short cut” to verbal immediacy     

Mark Hickson III  Joshua Turner  Larry Powell  Eduardo Neiva  Carol T. Adams 《Communication Research Reports》2013,30(4):389-398

This study examined the relationships between the somatic‐marker hypothesis, developed by Damasio (1994) as it relates to homophily and verbal immediacy in the classroom. Damasio has hypothesized that when particular events occur in one's life, there is a “memory” of that event in the brain. As a result, when a similar event occurs, the somatic marker recreates that first event. Students were provided three different scenarios about the first day of a communication class. In the scenarios, the instructor presented information about himself. One instructor provided only autobiographical, demographic data (the control). Another provided information hozu he had had difficulty with public speaking (the selfish marker). The third provided information about how the instructor had helped someone else who had difficulty in public speaking (the altruistic marker). The results indicated that while homophily differences were not significant, there was a significant difference between the control group and the altruistic marker.  相似文献