The effect of acceleration signal processing for head impact numeric simulations     

Andrew Post  J. Michio Clark  D. G. E. Robertson  T. Blaine Hoshizaki  Michael D. Gilchrist 《Sports Engineering》2017,20(2):111-119

Brain injury research in sport employs a variety of physical models equipped with accelerometers. These acceleration signals are commonly processed using filters. The purpose of this research was to determine the effect of applying filters with different cutoff frequencies to the acceleration signals used as input for finite element modeling of the brain. Signals were generated from reconstructions of concussion events from American football and ice hockey in the laboratory using a Hybrid III headform. The resulting acceleration signals were used as input for the University College Dublin Brain Trauma Model after being processed with filters. The results indicated that using a filter with a cutoff of 300 Hz or higher had little effect on the resulting strain measures. In some cases there was some effect of the filters on the peak linear (8–30g) and rotational measures (1000–4000 rad/s²), but little effect on the finite element strain result (approximately 2–6 %). The short duration and high magnitude accelerations, such as the puck impact, were most affected by the cutoff frequency of different filters.  相似文献   

Understanding value in the student experience through student–staff partnerships     

Mollie Dollinger  Jason Lodge 《高等教育研究与发展》2020,39(5):940-952

ABSTRACT

Questions such as ‘what is value in the student experience?’ and ‘how do we measure or assess value in higher education?’ remain an under-researched area. However, in the context of marketisation and competitive forces in higher education, there is a need to unpack what is value in the student experience. In this article, a conceptualisation of value that can be applied in higher education (known as value-in-use) is introduced and applied to a specific and increasingly important aspect of the student experience – student–staff partnerships. Qualitative survey data (n?=?97) and interviews (n?=?35) from ten cases of various manifestations of student–staff partnerships in the Australasian context is presented and assessed in relation to value. The findings highlight that student–staff partnerships may enhance value in the student experience and that value-in-use may be an appropriate lens through which to continue to explore how value is created and measured in the student experience.  相似文献   

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools     

Lesley Powell  Mollie Gilchrist  Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.  相似文献   

STUDENTS' UNDERSTANDING OF ALGEBRAIC NOTATION: 11–15     

Mollie MacGregor  Kaye Stacey 《Educational Studies in Mathematics》1997,33(1):1-19

Research studies have found that the majority of students up to age 15 seem unable to interpret algebraic letters as generalised numbers or even as specific unknowns. Instead, they ignore the letters, replace them with numerical values, or regard them as shorthand names. The principal explanation given in the literature has been a general link to levels of cognitive development. In this paper we present evidence for specific origins of misinterpretation that have been overlooked in the literature, and which may or may not be associated with cognitive level. These origins are: intuitive assumptions and pragmatic reasoning about a new notation, analogies with familiar symbol systems, interference from new learning in mathematics, and the effects of misleading teaching materials. Recognition of these origins of misunderstanding is necessary for improving the teaching of algebra.  相似文献   

The Concept of Physical Education II     

Mollie Adams 《Journal of Philosophy of Education》1969,3(1):23-35

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Learning the language of mathematics     

Mollie MacGregor 《The Australian Educational Researcher》1988,15(3):57-65

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On the validity and sensitivity of the phonics screening check: erratum and further analysis          下载免费PDF全文

James M. Gilchrist  Margaret J. Snowling 《Journal of Research in Reading》2018,41(1):97-105

Duff, Mengoni, Bailey and Snowling (Journal of Research in Reading, 38: 109–123; 2015) evaluated the sensitivity and specificity of the phonics screening check against two reference standards. This report aims to correct a minor data error in the original article and to present further analysis of the data. The methods used are calculation of predictive values of the phonics screening check in addition to sensitivity and specificity, and evaluation of agreement between the reference tests. Predictive values are important indicators of screening test quality. The positive predictive value of the phonics check is low (0.31) when compared with a standardised reading test but high (0.84) when compared with teachers' phonic phases judgements, reflecting poor agreement (kappa = 0.27) between reference tests. Results have implications for practice in terms of choice of reference standard and choice of threshold criterion for children to pass the screening check. Longitudinal data are needed to assess the predictive validity and utility of the check. What is already known about this topic:

• The importance of phonics in learning to read is widely acknowledged.
• The phonics screening check was introduced into U.K. schools in 2012 to ensure that all children develop phonic decoding skills.
• Estimates of the sensitivity and specificity of the phonics screening check, compared with two established ‘reference’ measures, were reported by Duff et al. ( 2015 ).

What this paper adds:

• We correct a minor error in the report of the original data by Duff et al. ( 2015 ).
• We draw attention to the importance of including predictive values, alongside sensitivity and specificity, in the evaluation of screening test validity. We also propose an alternative statistic for comparing the two reference measures.
• We show that applying this further analysis to the data in Duff et al. ( 2015 ) reveals the following: (i) the numbers of incorrect (false positive and false negative) outcomes in the phonics check and (ii) the marked difference in these numbers depending on the choice of reference measure.

Implications for theory, policy or practice:

• Reports of screening test validity should include positive and negative predictive values.
• A fundamental consideration for evaluating the validity of the phonics screening check is the choice of reference measure.
• Longitudinal data are needed to assess the predictive validity and utility of the phonics check.

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Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving     

Andreas Karatsolis  Suguru Ishizaki  Marsha Lovett  Stacie Rohrbach  Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.  相似文献   

Anxiety,construct differentiation,and message production     

Gregory J. Shepherd  Mollie B. Condra 《Communication Studies》2013,64(3-4):176-189

Neuliep and Hazleton have reported a significant negative relationship between a general measure of trait anxiety and interpersonal construct differentiation. The study reported in this paper failed to find a significant relationship between a more specific measure of interpersonal trait anxiety and interpersonal construct differentiation, and also found no significant relationships between state anxiety and construct differentiation, or either interpersonal trait or state anxiety and the production of messages considered more or less competent by constructivist conceptions in an anxiety‐producing interpersonal context. The study did find a significant positive relationship between interpersonal construct differentiation and the production of such messages. These results are discussed with particular emphasis on the lack of conceptual relation between notions of anxiety and construct differentiation.  相似文献   

Have a Surgery     

Guy Gilchrist 《英语大王(小学)》2014,(7):51-51

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