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1.
Ceren Karaatmaca Mehmet Altınay Emete Toros 《International Journal of Disability, Development & Education》2019,66(5):510-527
ABSTRACTThe aim of this qualitative study is to evaluate the role of non-governmental organisations in disabilities services. The study group comprised of nine representatives of each of these NGOs. Data obtained by semi-structured interviews were analysed by using the content analysis method on RQDA qualitative data analysis software. Voice of disabled people is represented through non-profit organisations. In enhancing capacity for development, considering the scope of disability (physical, social barriers), societal attitudes, and religious factors’ impact on society attitudes on persons with disabilities that disabled people are sick and helpless and need to be looked after and medical models that consider disabled people as sick patients trying to recover seem to be important. Content analysis was done to evaluate service capacity of Profession NGOs for the disability. This research study revealed that Profession type of non-governmental organisations need awareness on disability. They need in-service training to understand practices for disabled people. Integration of self-help projects, networking mechanism are essential for the development. The method of Sensitivity Training which is one of the most emphasised organisational development techniques comes forward. Expression of this education with the concept of sensitivity comes from recognising and understanding the behaviour of individuals. 相似文献
2.
Analytical methods to assess thigh muscle balance need to provide reliable data to allow meaningful interpretation. However, reproducibility of the dynamic control ratio at the equilibrium point has not been evaluated yet. Therefore, the aim of this study was to compare relative and absolute reliability indices of its angle and moment values with conventional and functional hamstring–quadriceps ratios. Furthermore, effects of familiarisation and angular velocity on reproducibility were analysed. A number of 33 male volunteers participated in 3 identical test sessions. Peak moments (PMs) were determined unilaterally during maximum concentric and eccentric knee flexion (prone) and extension (supine position) at 0.53, 1.57 and 2.62 rad · s–1. A repeated measure, ANOVA, confirmed systematic bias. Intra-class correlation coefficients and standard errors of measurement indicated relative and absolute reliability. Correlation coefficients were averaged over respective factors and tested for significant differences. All balance scores showed comparable low-to-moderate relative (<0.8–0.9) and good absolute reliability (<10%). Relative reproducibility of dynamic control equilibrium parameters augmented with increasing angular velocity, but not with familiarisation. At 2.62 rad · s–1, high (moment: 0.906) to moderate (angle: 0.833) relative reliability scores with accordingly high absolute indices (4.9% and 6.4%) became apparent. Thus, the dynamic control equilibrium is an equivalent method for the reliable assessment of thigh muscle balance. 相似文献
3.
Sharon?B.?BuchbinderEmail author Patricia?M.?Alt Karen?Eskow William?Forbes Eva?Hester Miriam?Struck Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274
With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management. 相似文献
4.
Mary Alt Genesis D. Arizmendi Carole R. Beal J. Sayleen Hurtado 《Psychology in the schools》2013,50(1):27-36
This study was conducted to determine whether Spanish‐enhanced administration of a standardized math assessment would result in improved scores for English Learners who used Spanish as a heritage language. Twenty‐one typically developing second‐graders (English Learners) were administered the traditional KeyMath‐3. If the child made an error on an item, a Spanish version of the item was presented. Difference scores were calculated to determine whether the Spanish‐enhanced version resulted in improved scores. Data were analyzed using paired t‐tests and simple regression. The data results showed that all children significantly benefited from the Spanish‐enhanced administration of items answered incorrectly in English. The amount of benefit was predicted by a child's degree of Spanish dominance. It was concluded that standardized math tests that do not accommodate second‐language learners may be inadvertently testing language skills in addition to math skills. Implications for assessment and interpretations of assessments are discussed. 相似文献
5.
Lesley Vidovich Magda Fourie Heinrich Alt Louis Van Der Westhuizen Somarie Holtzhausen 《Compare》2000,30(2):193-209
Over the last decade universities across the world have been grappling with quality and quality assurance issues. In several countries national policies on higher education quality assurance have been evolving, mostly with the purpose of putting external systems of quality assurance in place. In many instances, these policies and systems had less effect on the quality of teaching and learning than had been expected. This paper serves as a comparison of national quality policy developments in two countries, Australia and South Africa, and goes on to investigate the emerging tensions in quality policy processes in these countries. Whereas a number of similarities were discerned, differences were as evident, verifying the underlying assumption of the authors that notions of quality, and quality policies and their implementation are very much dependent on the particular localised contexts in which they exist. 相似文献
6.
Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much? 
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下载免费PDF全文 Background
We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling.Methods
Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions.Results
Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition.Conclusions
Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input. 相似文献7.
Niklas Brown Sebastian Bichler Meike Fiedler Wilfried Alt 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):139-150
Detection of neuro-muscular fatigue in strength training is difficult, due to missing criterion measures and the complexity of fatigue. Thus, a variety of methods are used to determine fatigue. The aim of this study was to use a principal component analysis (PCA) on a multifactorial data-set based on kinematic measurements to determine fatigue. Twenty participants (strength training experienced, 60% male) executed 3 sets of 3 exercises with 50 (12 repetitions), 75 (12 repetitions) and 100%-12 RM (RM). Data were collected with a 3D accelerometer and analysed by a newly developed algorithm to evaluate parameters for each repetition. A PCA with six variables was carried out on the results. A fatigue factor was computed based on the loadings on the first component. One-way ANOVA with Bonferroni post hoc analysis was calculated to test for differences between the intensity levels. All six input variables had high loadings on the first component. The ANOVA showed a significant difference between intensities (p < 0.001). Post-hoc analysis revealed a difference between 100% and the lower intensities (p < 0.05) and no difference between 50 and 75%-12RM. Based on these results, it is possible to distinguish between fatigued and non-fatigued sets of strength training. 相似文献
8.
Dorit Alt 《Learning Environments Research》2018,21(3):387-406
This study was aimed at detecting the most frequently-used teaching and assessment activities in secondary school science classes, identifying links between these variables, and revealing possible challenges in these processes. To this end, data were gathered from 155 secondary school science teachers in 56 Israeli public schools and 380 grade eight and nine students from 22 of these using the What Is Happening In this Class? Teachers were also asked to indicate their perceptions of the extent to which they used formative assessment tasks provided by the curriculum and to specify, in their own words, the reason for insufficient usage of these tasks. Task orientation was highly used in science classes, whereas investigation was the least employed activity, according to both teachers’ and students’ perceptions. The most-frequently used tasks to evaluate students were final tests and quizzes. Path model analysis revealed that teachers who tended to use teacher-based approaches also employed traditional assessment tools, whereas teachers who allowed students to cooperate rather than compete with one another tended to use formative assessment tools. Implications limitations, and directions for future research are discussed. 相似文献
9.
We designed an educational activity for undergraduate students and assessed how this newly-constructed activity promoted students’ argumentation skills, thereby fostering their epistemic beliefs. This argumentation-based learning activity involved digital concept mapping. A quasi-experimental design involved pretests and posttests that were administered to 52 research participants in a group and 61 participants in a control group. Students’ argumentation skills were qualitatively examined by analyzing the structure of their arguments before and after the activity. Their perceptions of the activity and epistemic belief types (from absolutism to evaluativism) were measured with the Epistemic Beliefs Scale and the Concept Mapping for Problem-Based Learning Scale. The designed activity evoked epistemic change toward evaluativism among the students who were enrolled in the activity, whereas nonsignificant results emerged for the control group. However, for both pretest and posttest, the highest score was for Absolutist, followed by Multiplist, and Evaluativist had the lowest mean. The technology-enabled concept-mapping tool supported the research group’s online argumentation design. This tool helped students mainly at the cognitive level to discern between the arguments and better learn the topic. These findings are interpreted in relation to student characteristics.
相似文献10.
Dorit Alt 《Learning Environments Research》2017,20(1):99-119
The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students’ perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher–student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher–student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed. 相似文献