Gender constructions in breaking     

Tonje F. Langnes  Kari Fasting 《Sport in Society》2017,20(11):1596-1611

Drawing on the perspectives of youth involved in breaking, also known as breakdance, the aim of this article is to explore how their experiences contribute to the doing, redoing and undoing of gender. The negotiation of gender is highlighted through the female breakers’ experiences in a male-dominated culture. The analysis is based on fieldwork and qualitative interviews with young breakers in Norway. The results show that the female breakers challenged the perception of masculinity and femininity as they extended their practice of gender. Their desire to disprove the gendered expectations of female breakers resulted in a mixing of masculinity and femininity. Accordingly, the gender regime among the breakers was simultaneously re-constructed and challenged. We argue that both male and female breakers challenge normative perceptions of doing gender. Consequently, breaking has the capacity to dismantle the gender binary, and to redo and undo the gender order.  相似文献   

The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers     

George  Kari L.  Sax  Linda J.  Wofford  Annie M.  Sundar  Sarayu 《Research in higher education》2022,63(5):871-898

Research in Higher Education - Computing career opportunities are increasing across all sectors of the U.S. economy, yet there remains a serious shortage of college graduates to fill these jobs....  相似文献   

Autism and intersectionality: Considerations for school-based practitioners     

Kari A. Sassu  Fred R. Volkmar 《Psychology in the schools》2023,60(2):408-418

The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have contributed to current concerns about failures to appropriately recognize autism within diverse populations. Referencing extant research as well as professional practice standards, this article examines aspects of autism and intersectionality, and explores some of the associated challenges related to assessment, diagnosis, and intervention. Further, the authors reflect on the critical importance of carefully considering all aspects of a child's identity when engaging in autism assessment and intervention within the school setting. School-based practitioners are provided with guidance for addressing the needs of diverse populations of students with autism.  相似文献   

How do students define their roles and responsibilities in online learning group projects?     

Karen C. Williams  Kari Morgan  Bruce A. Cameron 《Distance Education》2011,32(1):49-62

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.  相似文献   

Vocational Students Experiences with Assessment in Workplace Learning     

Ann Karin Sandal  Kari Smith  Ragne Wangensteen 《Vocations and Learning》2014,7(2):241-261

Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students’ experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students` experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students’ perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders.  相似文献   

A Survey of Scholarly Literature Describing the Field of Bioinformatics Education and Bioinformatics Educational Research     

Alejandra J. Magana  Manaz Taleyarkhan  Daniela Rivera Alvarado  Michael Kane  John Springer  Kari Clase 《CBE life sciences education》2014,13(4):607-623

Bioinformatics education can be broadly defined as the teaching and learning of the use of computer and information technology, along with mathematical and statistical analysis for gathering, storing, analyzing, interpreting, and integrating data to solve biological problems. The recent surge of genomics, proteomics, and structural biology in the potential advancement of research and development in complex biomedical systems has created a need for an educated workforce in bioinformatics. However, effectively integrating bioinformatics education through formal and informal educational settings has been a challenge due in part to its cross-disciplinary nature. In this article, we seek to provide an overview of the state of bioinformatics education. This article identifies: 1) current approaches of bioinformatics education at the undergraduate and graduate levels; 2) the most common concepts and skills being taught in bioinformatics education; 3) pedagogical approaches and methods of delivery for conveying bioinformatics concepts and skills; and 4) assessment results on the impact of these programs, approaches, and methods in students’ attitudes or learning. Based on these findings, it is our goal to describe the landscape of scholarly work in this area and, as a result, identify opportunities and challenges in bioinformatics education.  相似文献   

Frequent sit-to-stand transitions and several short standing periods measured by hip-worn accelerometer are associated with smaller waist circumference among adults     

Pauliina Husu  Jaana Suni  Kari Tokola  Henri Vähä-Ypyä  Heli Valkeinen  Tomi Mäki-Opas 《Journal of sports sciences》2019,37(16):1840-1848

This cross-sectional study analysed the association of sedentary behaviour (SB) and standing with waist circumference. Finnish adults aged 30-75 years from a sub-sample of population-based Health 2011 Study used a hip-worn tri-axial accelerometer (Hookie AM20, Traxmeet, Ltd, Espoo, Finland) for seven days. Those 1405 participants (57% women) who used accelerometer at least four days, minimum of 10 hours/day, were included. SB and standing were analysed in 6s epochs using validated algorithm. Daily total time, daily number and accumulated time from bouts (30s–5min,30s–10min,30s–15min,30s 30min,>5min,>10min,>15min, >30min) as well as daily number of sit-to-stand transitions were determined. Waist circumference (cm) was measured in standardized way. Participants’ mean age was 52 years (SD 12.2). Mean waist circumference was 97cm (SD 12.3) in men and 87cm (SD 12.7) in women. According to multivariable stepwise linear regression analysis, sit-to-stand transitions [standardised regression coefficient (β)= -0.14, 95%CI -0.20 to -0.09], standing bouts of 30s–5min (β= -0.21, 95%CI -0.26 to -0.15) and number of 30s-30min SB bouts (β=0.12, 95%CI 0.06 to 0.17) were most strongly associated with waist circumference. Besides assessing total SB time, future studies should assess also different bout lengths of SB and sit-to-stand transitions and standing times should be assessed separately.  相似文献   

Facing and bridging gaps in Web searching     

Reijo Savolainen  Jarkko Kari 《Information processing & management》2006

Drawing on the ideas of the Sense-Making approach, the ways in which people face and bridge gaps in Web searching are analyzed. The empirical study is based on videotaped Web searches conducted by seven participants. Altogether 11 gaps and 13 search tactics of various types were identified. The gaps faced by the searchers originated from three major factors: problematic content of information, insufficient search competence and problems caused by the search environment. Of individual gaps, no relevant material available, inaccessible content and confusion were most frequent. Of the search tactics used in gap-bridging, following links and activating the Back button were most popular. Gaps related to the problematic content of information led the informants to redirect the search to find Web pages that focus better on the search topic. If the movement was stopped by insufficient search competence, the searchers tended to return to material that was familiar from earlier use contexts in order to regain control of the search process. Alternatively, they tried to specify the search terms. In cases where the search was interrupted by technical problems or other factors originating from the search system, gap-bridging aimed at returning to familiar and technically reliable links. The Sense-Making theory provides relevant conceptual tools to approach the dynamic and discontinuous nature of Web searching in terms of gap-facing and gap-bridging. The concept of gap-facing enables a context-sensitive analysis of the ways in which Web search processes may be stopped. Gap-bridging indicates a general level motive to find alternative ways to continue searching.  相似文献   

A VBA‐based Simulation for Teaching Simple Linear Regression     

Gregory Todd Jones  Reidar Hagtvedt  Kari Jones 《Teaching Statistics》2004,26(2):36-41

In spite of the name, simple linear regression presents a number of conceptual difficulties, particularly for introductory students. This article describes a simulation tool that provides a hands‐on method for illuminating the relationship between parameters and sample statistics.  相似文献   

The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample     

Henrik Daae Zachrisson  Harald Janson  Kari Lamer 《Scandinavian Journal of Educational Research》2019,63(4):551-565

There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n?=?1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.  相似文献