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This research presents the results of a project that investigated how students use a library developed mobile app to locate books in the library. The study employed a methodology of formative evaluation so that the development of the mobile app would be informed by user preferences for next generation wayfinding systems. A key finding is the importance of gathering ongoing user feedback for designing useful and used mobile academic library applications. Elements and data points to include in future mobile interfaces are discussed. 相似文献
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Marian Reiff Meeta Kumar Batsirai Bvunzawabaya Soumya Madabhushi Alaina Spiegel Benjamin Bolnick 《Journal of College Student Psychotherapy》2019,33(2):107-130
Addressing the need for suicide prevention on campus, I CARE training, developed and facilitated by counseling center clinicians, trains students, staff, and faculty to provide support to students experiencing distress or mental health problems. We assessed its impact using a mixed-methods approach. Quantitative analyses demonstrated significant increases in knowledge of intervention skills and readiness to intervene from pretraining to posttraining. Knowledge and readiness remained significantly higher than preworkshop for the entire follow-up evaluation period, extending 15 months posttraining. Qualitative analyses revealed the value of experiential activities and emotional processing in increasing participants’ comfort and preparedness to intervene in challenging situations. 相似文献
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J. Derek Kingsley Yu Lun Tai Xian Mayo Alaina Glasgow Erica Marshall 《European Journal of Sport Science》2017,17(8):1056-1064
We sought to determine the sex-specific effects of an acute bout of free-weight resistance exercise (RE) on pulse wave reflection (aortic blood pressures, augmentation index (AIx), AIx at 75?bpm (AIx@75), augmentation pressure (AP), time of the reflected wave (Tr), subendocardial viability ratio (SEVR)), and aortic arterial stiffness in resistance-trained individuals. Resistance-trained men (n?=?14) and women (n?=?12) volunteered to participate in the study. Measurements were taken in the supine position at rest, and 10 minutes after 3 sets of 10 repetitions at 75% 1-repetition maximum on the squat, bench press, and deadlift. A 2?×?2?×?2 ANOVA was used to analyse the effects of sex (men, women) across condition (RE, control) and time (rest, recovery). There were no differences between sexes across conditions and time. There was no effect of the RE on brachial or aortic blood pressures. There were significant condition?×?time interactions for AIx (rest: 12.1?±?7.9%; recovery: 19.9?±?10.5%, p?=?.003), AIx@75 (rest: 5.3?±?7.9%; recovery: 24.5?±?14.3%, p?=?.0001), AP (rest: 4.9?±?2.8?mmHg; recovery: 8.3?±?6.0?mmHg, p?=?.004), and aortic arterial stiffness (rest: 5.3?±?0.6?ms; recovery: 5.9?±?0.7?ms, p?=?.02) with significant increases during recovery from the acute RE. There was also a significant condition?×?time for time of the reflected wave (rest: 150?±?7?ms; recovery: 147?±?9?ms, p?=?.02) and SEVR (rest: 147?±?17%; recovery: 83?±?24%, p?=?.0001) such that they were reduced during recovery from the acute RE compared to the control. These data suggest that an acute bout of RE increases AIx, AIx@75, and aortic arterial stiffness similarly between men and women without significantly altering aortic blood pressures. 相似文献
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Devlin Ann Sloan Anderson Alaina Hession-Kunz Sarah Zou Amy 《Learning Environments Research》2022,25(1):217-233
Learning Environments Research - When classroom facilities are out of date, students complain (Habaci et al., in Procedia Soc Behav Sci 64:58-64 2012, https://doi.org/10.1016/j.sbspro.2012.11.008... 相似文献
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Cultural Studies of Science Education - In this conceptual paper, we argue that social justice, morality, and healing must be at the core of an equity agenda for science education. When we view... 相似文献
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Alaina Brenick Melanie Killen Jennie Lee-Kim Nathan Fox Lewis Leavitt Amiram Raviv 《Early education and development》2013,24(6):886-911
Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study lived in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings reveal that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provide positive results about the young children's inclusive views regarding peer interactions. Practice: These findings indicate that practitioners working with young children should focus on inclusion in peer contexts. Curricula, media, and social intervention programs must begin in early childhood before children begin to use stereotypes in peer situations, particularly when children from other cultural and ethnic backgrounds play together. 相似文献
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Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools 总被引：4，自引：0，他引：4
Kristan L. Glasgow Sanford M. Dornbusch Lisa Troyer Laurence Steinberg Philip L. Ritter 《Child development》1997,68(3):507-529
This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987–1988 and 1988–1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample. 相似文献