Land reform,community‐building and the labor press in Antebellum America and Britain     

Jamie L. Bronstein 《Media History》2013,19(1-2):69-84

  相似文献   

Bibliographic Management Software: A Focus Group Study of the Preferences and Practices of Undergraduate Students     

Jamie Salem  Paul Fehrmann 《Public Services Quarterly》2013,9(2):110-120

With the growing population of undergraduate students on our campus and an increased focus on their success, librarians at a large midwestern university were interested in the citation management styles of this university cohort. Our university library spends considerable resources each year to maintain and promote access to the robust bibliographic management tool RefWorks. A team of librarians wondered whether RefWorks might be used by undergraduate students with the same perceived enthusiasm that we have sensed in graduate students and faculty. More generally, we explored how undergraduate students were managing their citations, if and what kinds of tools they were using to ease the process of creating bibliographies, and their general workflow in incorporating citations into their academic work.  相似文献   

Closing the Loop on Nursing Library Instruction: Using Student Performance to Improve Outcomes     

Elizabeth O. Moreton  Jamie L. Conklin 《Medical reference services quarterly》2013,32(1):113-121

Two librarians analyzed nursing students’ performance on an information literacy assignment to determine how they could change their instruction to better assist the students in comprehending the material. After identifying major areas of difficulty, including the use of search techniques, they revised both the instruction and the assignment, closing the loop by utilizing their assessment data. Next, they analyzed those results to evaluate the effectiveness of their changes and to make further improvements, thus demonstrating the iterative nature of instruction and assessment. The evidence-based instruction cycle of teaching, assessing, and revising should be repeated frequently to keep the assignment fresh and relevant.  相似文献   

Screencasting on a Shoestring: Using Jing     

Jamie B. Price 《The Reference Librarian》2013,54(3):237-244

  相似文献   

The respiratory time and flow profile at volitional exercise termination     

Jamie Kift 《Journal of sports sciences》2013,31(14):1599-1606

Abstract

In this study, we examine the effect of exercise on the time and flow characteristics of the respiratory cycle profile at the point of volitional exercise termination. Eight males (mean age 29 years, s = 10; body mass 74 kg, s = 7; height 1.75 m, s = 0.04) undertook a cycle test to volitional exhaustion on a cycle ergometer, which allowed peak oxygen uptake ([Vdot]O_2peak) to be measured (mean 51 ml · kg^?1 · min^?1, s = 7). At a later date, two sub-maximal tests to volitional exhaustion were completed in a random order at 76% (s = 6) and 86%[Vdot]O_2peak (s = 7). As expected, the magnitude of the respiratory flow and time characteristics varied with the three exercise intensities, as did the point of exercise termination and terminal ventilation rates, which varied from 7 to 27 min and 112 to 132 litres · min^?1 respectively. More importantly, however, at exercise termination some of the characteristics were similar, particularly the breathing frequency (at termination 49 breaths · min^?1), the ratio between inspiration and total breath time (0.5), and the later occurrence of peak inspiratory flow (0.24 – 0.48 s). The coincident unity of these time and flow profile characteristics at exercise termination illustrates how the integration of timing and flow during breathing influence exercise capacity in non-elite athletes.  相似文献   

Maximal strength and cortisol responses to psyching-up during the squat exercise     

Michael R McGuigan  Jamie Ghiagiarelli  David Tod 《Journal of sports sciences》2013,31(7):687-692

We studied the effect of psyching-up on one-repetition maximum (1-RM) performance and salivary cortisol responses during the squat exercise. Ten men (age 21.6?±?1.4 years; mean?±?s) and ten women (age 22.4?±?2.8 years) with weight training experience of 4.5?±?2.0 years participated in this study. One-repetition maximum squats were performed on a Smith machine during each of two different intervention conditions that were counterbalanced and consisted of a free choice psych-up and a cognitive distraction. Saliva samples were obtained at the beginning of each test session and immediately after the final 1-RM attempt. No significant difference in 1-RM was identified between psyching-up (104?±?50?kg) and cognitive distraction (106?±?52?kg). Performing a 1-RM in the squat exercise significantly increased salivary cortisol concentrations during both conditions (P <?0.05). There was no significant difference in salivary cortisol responses between conditions. These results suggest that psyching-up does not increase 1-RM performance during the squat exercise in strength-trained individuals.  相似文献   

Motion analysis of match-play in elite U12 to U16 age-group soccer players     

Jamie A. Harley  Christopher A. Barnes  Matthew Portas  Ric Lovell  Stephen Barrett  Darren Paul 《Journal of sports sciences》2013,31(13):1391-1397

  相似文献   

Perceived Competency in Working With LGB Clients: Where Are We Now?     

Stephanie R. Graham  Jamie S. Carney  Annette S. Kluck 《Counselor Education & Supervision》2012,51(1):2-16

Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale ( Bidell, 2005 ) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed.  相似文献   

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms     

Jamie N. Mikeska  Tamara Shattuck  Steven Holtzman  Daniel F. McCaffrey  Nancy Duchesneau  Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623

ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy     

Bryan A. Brown  Kihyun Ryoo  Jamie Rodriguez 《International Journal of Science Education》2013,35(11):1465-1493

This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.  相似文献