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961.
As government agencies at every level are adopting social media tools, scholarship is emerging that indicates dialogic potentials meant to increase citizen engagement might not be met. With that premise, we take a critical examination of the way social media can increase capacity for engagement rather encourage collaboration, depending upon the way the tools are constructed. To do so, we expand Lippmann's notion of the phantom public to introduce the theoretical constructs of Omnipresent Citizens and Omnipresent Administrators. These people are everywhere but nowhere and embody characteristics of accessibility, desire to participate, and the possibility of remaining anonymous. Each has implications for citizen participation. 相似文献
962.
Jane Fedorowicz Steve Sawyer Christine B. Williams M. Lynne Markus Martin Dias Michael Tyworth Sonia Gantman Dax Jacobson Arthur P. Tomasino Robert Schrier 《Government Information Quarterly》2014
We present 14 design observations for public safety networks (PSNs) and describe how they may apply more broadly to a wider range of inter-organizational systems within the public sector. A PSN is an interagency collaboration focused on developing and using information systems in support of information sharing and functional interoperability among public safety organizations engaged in law enforcement, criminal justice, and emergency response. We base our design observations upon an analysis of an extensive survey of 80 PSNs plus 6 in-depth case studies. The design observations identify commonalities that can guide agencies participating in interagency collaborations in addressing the interlocking issues they face. Our goal in presenting this set of design observations is to: (1) encourage improved PSN systems design and (2) draw attention to the importance of jointly addressing governance and technological considerations when designing PSNs. 相似文献
963.
Ruth J. Palmer Andrea N. Hunt Michael Neal Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426
Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences. 相似文献
964.
Audrey M. K. Dempsey Mutahira Lone Yvonne M. Nolan Eithne Hunt 《Anatomical sciences education》2023,16(1):10-26
There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored. 相似文献
965.
Education and Information Technologies - This article examines how research publications in education and information technologies have changed over the last twenty-five years. The authors... 相似文献
966.
Peter J. Cooper Zahir Vally Hallam Cooper Theo Radford Arthur Sharples Mark Tomlinson Lynne Murray 《Early Childhood Education Journal》2014,42(2):143-152
The low rates of child literacy in South Africa are cause for considerable concern. Research from the developed world shows that parental sharing of picture books with infants and young children is beneficial for child language and cognitive development, as well as literacy skills. We conducted a pilot study to examine whether such benefits might extend to an impoverished community in South Africa, by evaluating the impact of training mothers in book sharing with their 14–18 month old infants. Seventeen mothers received book sharing training; and 13 mothers did not, but instead received a comparison training in toy play. We assessed the mothers’ behavior during both book sharing and toy play before and after training, and we also assessed infant attention and language. Mothers receiving book sharing training engaged well with it, and they also benefited from it; thus, compared to the comparison group mothers, they became more sensitive, more facilitating, and more elaborative with their infants during book sharing, and they also became more sensitive to their infants during toy play. In addition, infants whose mothers received the book sharing training showed greater benefits than the comparison group infants in both their attention and language. Training in book sharing for families living in conditions of marked socio-economic adversity in South Africa has the potential to be of considerable benefit to child developmental progress. A large scale controlled trial is required to confirm this. 相似文献
967.
968.
Gary McEwan Rosemary Arthur Shaun M Phillips Neil V Gibson 《European Journal of Sport Science》2018,18(8):1058-1067
This study (1) compared the physiological responses and performance during a high-intensity interval training (HIIT) session incorporating externally regulated (ER) and self-selected (SS) recovery periods and (2) examined the psychophysiological cues underpinning SS recovery durations. Following an incremental maximal exercise test to determine maximal aerobic speed (MAS), 14 recreationally active males completed 2 HIIT sessions on a non-motorised treadmill. Participants performed 12?×?30?s running intervals at a target intensity of 105% MAS interspersed with 30?s (ER) or SS recovery periods. During SS, participants were instructed to provide themselves with sufficient recovery to complete all 12 efforts at the required intensity. A semi-structured interview was undertaken following the completion of SS. Mean recovery duration was longer during SS (51?±?15?s) compared to ER (30?±?0?s; p?.001; d?=?1.46?±?0.46). Between-interval heart rate recovery was higher (SS: 19?±?9?b?min?1; ER: 8?±?5?b?min?1; p?.001; d?=?1.43?±?0.43) and absolute time ≥90% maximal heart rate (HRmax) was lower (SS: 335?±?193?s; ER: 433?±?147?s; p?=?.075; d?=?0.52?±?0.39) during SS compared to ER. Relative time ≥105% MAS was greater during SS (90?±?6%) compared to ER (74?±?20%; p?.01; d?=?0.87?±?0.40). Different sources of afferent information underpinned decision-making during SS. The extended durations of recovery during SS resulted in a reduced time ≥90% HRmax but enhanced time ≥105% MAS, compared with ER exercise. Differences in the afferent cue utilisation of participants likely explain the large levels of inter-individual variability observed. 相似文献
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970.