Utilizing distance learning in a Large Urban School system     

Scott S. Schiller  Barbara J. Noll 《TechTrends》1991,36(1):23-27

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Scapulohumeral kinematic assessment of the forward kayak stroke in experienced whitewater kayakers   总被引：1，自引：0，他引：1  

Wassinger CA  Myers JB  Sell TC  Oyama S  Rubenstein EN  Lephart SM 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(2):98-109

By understanding the normal humeral and scapular kinematics during the kayak stroke, inferences about the relationship of kayaking technique and shoulder injury may be established. The purpose of this study was to describe scapular and humeral kinematics and to compare dominant versus nondominant symmetry in healthy whitewater kayakers performing the forward stroke. Twenty-five competent whitewater kayakers (mean age: 34.1 +/- 9.4 years, mean height: 1.768 +/- 0.093m, mean mass: 78.2 +/- 13.0 kg) underwent humeral and scapular kinematic assessment, using an electromagnetic tracking device, while kayaking on a kayak ergometer. Paired t-tests were used to determine symmetry. Scapular and humeral kinematic means and standard deviations at six time points during the kayak stroke were described. Scapular and humeral kinematics were shown to be similar upon bilateral comparison. The greatest potential for injury during the forward stroke may be at thrust paddle shaft vertical when the humerus is maximally elevated in internal rotation and adduction as subacromial structures may be mechanically impinged. The relationship between scapulohumeral kinematics related to injury at other time points are also described.  相似文献   

Experienced Middle School Science Teachers’ Assessment Literacy: Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape Instruction     

Daniel M. Gottheiner  Marcelle A. Siegel 《Journal of Science Teacher Education》2012,23(5):531-557

Using a framework of assessment literacy that included teachers?? view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers?? predictions about students?? ideas, students?? written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers?? predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students?? ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students?? alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments.  相似文献   

Online Texts and Conventional Texts: Estimating,Comparing, and Reducing the Greenhouse Gas Footprint of two Tools of the Trade     

Thomas F. Gattiker  Scott E. Lowe  Regis Terpend 《Decision Sciences Journal of Innovative Education》2012,10(4):589-613

Many universities are endeavoring to understand and reduce their greenhouse gas (GHG) emissions—or carbon footprints. Hard‐copy textbooks are (perhaps surprisingly) a large component of this footprint. Because they are “virtual,” electronic texts (e‐texts) are often considered environmentally superior to conventional hard‐copy texts. However, such claims lack thorough empirical validation. An effective tool for evaluating environmental impacts of products and services is lifecycle assessment (LCA). This article enumerates the steps in the lifecycles of conventional (hard copy) texts and e‐texts and it reports the potential GHG footprints of these activities. However, the actual footprint of most products and services depends on how individuals actually use them. Therefore, our second objective is to report survey results regarding actual student behaviors. Combining LCA and survey data, we estimate the GHG emissions of representative e‐texts and conventional texts; and we compare the two. This allows us to provide insight into the question, which alternative is best? Just as importantly, our analysis also identifies three levers that administrators, faculty and students can use to reduce text‐related GHG emissions.  相似文献   

The role of future work goal motives in adolescent identity development: A longitudinal mixed-methods investigation     

David Scott Yeager  Matthew J. Bundick  Rebecca Johnson 《Contemporary educational psychology》2012

Theories of adolescent identity development often emphasize the importance of adolescents’ future work goals, yet these theories rarely distinguish the self-oriented motives (enjoying or being a good fit for one’s work) from the beyond-the-self-oriented motives (having a positive impact on the world beyond the self) that underlie them. The present article explored the impact and development of both types of motives. Using longitudinal, mixed-methods data from middle school and high school students (N = 99), the present article found that: (1) adolescents generated both self-oriented and beyond-the-self-oriented motives for their future work goals, often simultaneously; (2) adolescents who held both self-oriented and beyond-the-self-oriented motives for their work goals were more likely to experience higher levels of purpose and meaning over a 2-year period than those who held neither; (3) school assignments that asked students to reflect on their work goals were positively related only to the development of self-oriented motives for work goals among middle school students; and (4) support from friends was positively related only to the development of self-oriented motives for work goals among high school students.  相似文献   

The effects of auditory information on 4-month-old infants' perception of trajectory continuity     

Bremner JG  Slater AM  Johnson SP  Mason UC  Spring J 《Child development》2012,83(3):954-964

Young infants perceive an object's trajectory as continuous across occlusion provided the temporal or spatial gap in perception is small. In 3 experiments involving 72 participants the authors investigated the effects of different forms of auditory information on 4-month-olds' perception of trajectory continuity. Provision of dynamic auditory information about the object's trajectory enhanced perception of trajectory continuity. However, a smaller positive effect was also obtained when the sound was continuous but provided no information about the object's location. Finally, providing discontinuous auditory information or auditory information that was dislocated relative to vision had negative effects on trajectory perception. These results are discussed relative to the intersensory redundancy hypothesis and emphasize the need to take an intersensory approach to infant perception.  相似文献   

Effectiveness of a simulated clinical examination in the assessment of the clinical competencies of entry-level trainees in a family medicine residency programme     

Vernon R. Curran  Roger Butler  Pauline Duke  William H. Eaton  Scott M. Moffatt  Greg P. Sherman 《Assessment & Evaluation in Higher Education》2012,37(1):99-112

Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a Simulated Clinical Examination (SCE) method as a means of assessing the clinical skill competencies of entry-level family medicine residents. Two entering cohorts of PGY1 family medicine residents (N = 35) participated in a SCE encompassing realistic clinical encounters with standardised patients (SPs). Residents were asked to complete pre- and post-evaluation surveys, and both faculty and residents were invited to participate in separate focus groups. The SCE was perceived as a useful method during the early phases of postgraduate training for assessing clinical skill competencies, providing constructive feedback to residents and enhancing self-awareness and confidence. The SCE also appeared to be useful in fostering confidence in interviewing and diagnostic reasoning, however self-reported confidence in the ability to perform clinical skill tasks related to history taking, physical examination and differential diagnosis was not associated with observed performance in these areas. The SCE was an effective technique for benchmarking skill performance, however further research is required to evaluate the effect of this on the self-assessment abilities of trainees over the course of postgraduate medical education.  相似文献   

Organizational Discourse and the Appraisal of Occupational Hazards: Interpretive Repertoires,Heedful Interrelating,and Identity at Work     

Clifton Wilson Scott  Angela Trethewey 《Journal of Applied Communication Research》2013,41(3):298-317

Scholars and practitioners have often conceptualized hazards as external to discursive processes, focusing instead on the role of strategic communication in representing pre-organized vulnerabilities to stakeholders rather than on the capacity of mundane discourse practices to shape how hazards emerge. In this study of risk discourse in one high reliability organization, a municipal fire department, we demonstrate how hazard appraisals emerged as intersubjective products of organizational discourse. Specifically, we explore how the interpretive repertoires firefighters used to make sense of hazards were medium and outcome of discursive identity formations. Firefighters employed preferred identity terms to amplify identity-enhancing dangers and attenuate vulnerabilities that were threatening to a preferred sense of self.  相似文献   

A Communicative Analysis of a Sexual Health Screening Intervention Conducted in a Low-Income Housing Complex     

Muriel E. Scott  Alana R. Elia  Annis G. Golden 《Journal of Applied Communication Research》2013,41(4):450-467

Providing free HIV screening within public housing sites offers the potential for increased participation of at-risk populations. Residential-based screening, however, raises concerns about privacy because of the stigma attached to HIV/AIDS and even to the testing for HIV. This study examined the effectiveness of offering HIV screening within a public housing high-rise in upstate New York. Through interviews with both women who obtained testing and those who did not, this study explored the tension between convenience and privacy concerns. The findings suggest that offering HIV screening where people live could encourage participation in the screenings, as well as lead to a destigmatization of HIV testing over time. Some women chose to eschew the convenience of on-site testing in favor of a more private venue for screening, whereas some women responded positively to the accessibility of on-site testing, using communicative strategies to manage privacy concerns.  相似文献   

Changing the Minds of New College Students     

Victor M. H. Borden  Scott E. Evenbeck 《Tertiary Education and Management》2013,19(2):153-167

With the unprecedented expansion of access to higher education internationally, today’s students enter university with a broader range of expectations, motivations and support networks than their predecessors. One of the primary determinants of student success is their ability to assimilate into the academic culture, which includes aligning their expectations and motivations closely with the prevalent norms of the academic community. This article synthesizes current conceptual and practical approaches to facilitating the assimilation of students from diverse demographic, economic and academic backgrounds into the academic community. These approaches are illustrated through programmatic developments at a large urban university in the Midwestern United States.  相似文献