Acknowledging and appreciating the full spectrum of the human condition: School Psychology's (limited) focus on positive psychological functioning

This study is a content analysis of a random selection of 20% (N = 1,168) of articles from School Psychology Quarterly, Psychology in the Schools, the Journal of School Psychology, and School Psychology Review. Across the four journals, 27% of the articles had a positive focus, and the percentage of articles focused on the positive has been between 25% and 33% for the past 50 years. Of the 76 positive constructs/processes we coded for, 51% were not discussed/operationalized. Furthermore, topics that have received much recent research attention with adults and much attention in the media were rarely studied, if at all. For example, happiness was the topic of four articles, optimism was the topic of three, and purpose/meaning was the topic of none. Although studying pathology is important, we urge school psychologists to devote more attention to making contributions to a science and practice that give equal attention to positive well‐being. © 2010 Wiley Periodicals, Inc.     

Research on the influencing factors framework of data demand management of university scientific researchers北大核心CSSCI

The environment and pattern of scientific research are developing towards digital, open and community-oriented , and influenced by the increasingly diversified data resources and the mature of various methods. All these make the researchers' demand becoming more complicated and deepened. The evolution of scientific research puts forward higher requirement for the data demand management of collegial researchers. We constructed an analytical framework of the influencing factors of data demand management for scientific researchers based on the grounded theory. The interaction of key elements involved in the framework was analyzed , aiming to reveal the influence mechanism of key factors on researchers, data demand management. This research is composed of four parts research problem generation data collection data processing and theory construction. Staged collection method was used in data collection mainly through personal indepth interview and focus group meeting and the data we collected was supplemented and verified by the data and comments in various scientific research platforms. Data standardization and reduction was carried out by the qualitative analysis software Nvivo 12.0 , and the original data was coded in three-level: Open coding , spindle coding and selective coding. The USCT framework we constructed contains 8 main categories: Personal ability characteristic , user perception , personalized service, knowledge service, task context , mobile information context , technology application and technology fit , involving 24 categories and 67 initial concepts. All categories and concepts were generalized into 4 layers: Key layer (user dimension), guarantee layer (service dimension), driven layer (context dimension) and foundation layer (technology dimension). In the subsequent analysis of interactive relationship and internal correlative mechanism between main categories and data demand management we found personal ability characteristic of user personalized service and task context to be the most direct impact factor on data demand management while user perception knowledge service mobile information context technology application and technology fit work in an indirect way. The USCT model framework has several positive effects: 1) it contributes to the construction and perfection of the conceptual system and framework of scientific research data demand management 2 it provides a reliable guiding analysis model for the construction of a science data service platform to promote scientific research and innovation. We innovatively constructed an analysis framework for the influencing factors of data demand management of university researchers. This framework organically integrates " user” (scientific researcher, subject librarian), “services", “context” and “technology” into one system. We attempt to guide and develop the researcher's scientific data needs under their knowledge environment through computer information technology and ultimately guarantee the provision of suitable service. Further demonstration and service practices are needed to verify and perfect the theory. Follow-up studies can take “user-context-service-technology” as the main line for empirical research and explore the external features and internal path mechanisms of data demand management in all domains. 6 figs. 3 tabs. 49 refs. © 2019, Editorial Office of Journal of Library Science in China. All rights reserved.     

Fine Motor Control Underlies the Association Between Response Inhibition and Drawing Skill in Early Development

Previous research shows that the development of response inhibition and drawing skill are linked. The current research investigated whether this association reflects a more fundamental link between response inhibition and motor control. In Experiment 1, 3- and 4-year-olds (n = 100) were tested on measures of inhibition, fine motor control, and drawing skill. Data revealed an association between inhibition and fine motor control, which was responsible for most of the association observed with drawing skill. Experiment 2 (n = 100) provided evidence that, unlike fine motor control, gross motor control and inhibition were not associated (after controlling for IQ). Alternative explanations for the link between inhibition and fine motor control are outlined, including a consideration of how these cognitive processes may interact during development.     

Componential skills of beginning writing: An exploratory study

The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.     

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.     

Metacognitive Performances of Hearing Students and of Students who are Deaf and Hard‐of‐Hearing on Two Types of Measures: Visual–voiced and visual–visual stimuli

A small sample of 20 hearing students and 20 students who are deaf and hard‐of‐hearing participated in this study, which compared their performances on two measures of metacognition. The first measure required participants to visually analyse real‐life pictures and then to choose a response from four options (voiced or signed) indicating which was the best explanation of what was depicted. The second measure required participants to look at five pictures and then to point to the picture that was different. Results identified no significant differences between the performances of the two groups of students on either measure. Males in both groups performed at comparable levels on the two measures, whereas females who were hearing and those who were deaf or hard‐of‐hearing performed significantly better on the visual–voiced measure than on the visual–visual measure. Limitations of this study and recommendations for future research are discussed.     

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.     

The effect of potential fall distance on hormonal response in rock climbing

The aim of this study was to examine the effect of alterations in potential lead fall distance on the hormonal responses of rock climbers. Nine advanced female climbers completed two routes while clipping all (PRO-all) or half (PRO-½) of the fixed points of protection. Venous blood samples were analysed for total catecholamines, noradrenaline (norepinephrine), adrenaline (epinephrine), dopamine, lactate, cortisol and serotonin. Differences between the two conditions pre, immediately post and 15 min post climbing were assessed using a 2 × 3 repeated measures ANOVA. All hormones and blood lactate concentrations increased significantly (P < 0.05) immediately post climb, except for cortisol. Peak cortisol concentrations did not occur until 15 min post ascent. Further, significant interactions between climbing and clipping conditions were found for total catecholamines (890% of basal concentration in PRO-½ vs. 568% in PRO-all), noradrenaline (794% vs. 532%) and dopamine (500% vs. 210%). There were no significant interactions for adrenaline (1920% vs. 1045%), serotonin (150% vs. 127%) or lactate (329% vs. 279%). The study showed a greater catecholamine response with an increase in potential lead fall distance. The most pronounced increases seen in catecholamine concentration were reported for dopamine and noradrenaline.     

Anatomy "steeplechase" online: necessity sometimes is the catalyst for innovation

In most medical schools, summative practical examination in Anatomy usually takes the format of a “steeplechase” (“spotters” or “bell ringers”) conducted in the gross anatomy laboratory using cadaveric material and prosected specimens. Recently, we have started to administer similar examinations online using the quiz facility in WebCT? and Moodle?. This article chronicles how we conceived and developed this method within the peculiar nature of our medical school setting. Over a five year period, practical summative examinations were organized as “steeplechase” online. The online examinations were administered using WebCT? and later Moodle? learning management software. Assessment “objects” were created from the materials available for anatomy teaching. These were digital images of cadaveric materials, radiological, and prosected specimens. In addition, short video clips of 30 seconds duration demonstrating muscle action were produced. These objects were optimized for online viewing and then uploaded onto the learning management software. A bank of questions (multiple choice or short answer type) was then created and linked to the assessment objects. These were used in place of the steeplechase in the computer laboratory. This method serves a crucial purpose in places like ours where continuous availability of human cadavers is impossible. Although time consuming initially, once questions are setup online, future retrieval, and administration becomes convenient especially where there are large batches of students. In addition, the online environment offers distinct advantages with regards to image quality, psychometric analysis of the examination and reduction of staff preparation time compared to traditional “steeplechase.” Anat Sci Educ 4: 115–118, 2011. © 2010 American Association of Anatomists.