Am I Scary？

Brad爱旅游,而加国护照的免签国众多,也为他实现旅游梦带来诸多便利。这意味着只要存够足够的钱,他几乎可以去到世界上的任一个地方。但有一个国家,他却是望尘莫及……     

MISSISSIPPI TECH-PREP COORDINATORS: IDENTIFYING CHALLENGES OF THE JOB

ABSTRACT

Mississippi tech-prep coordinators were surveyed to determine their perceptions of the difficulty of their various job responsibilities as identified in the Mississippi Tech Prep Handbook Pilot Site Implementation Guide 1993–94 (1993 Mississippi tech prep handbook pilot site implementation guide 1993-94 . ( 1993 ). Mississippi State , MS : Research and Curriculum Unit for Workforce Development, Vocational and Technical Education . [Google Scholar]). It was hypothesized that their perceptions would be influenced by the number of sites served by individual tech-prep coordinators and the number of years of experience of the individual coordinators. The coordinators' survey also included open-ended questions to gain insight into specific challenges, such as additional duties assigned by the community college, and changes in responsibilities that have occurred over the years. The coordinators were also asked to suggest improvements in their job responsibilities. Further, a separate survey was conducted of the state tech-prep staff members to gain their perspectives of the coordinators' responsibilities. The state staff members were asked to identify what they considered the most difficult duty and the easiest, to suggest improvements to strengthen tech prep, and to name the most important contribution of the coordinators. Challenges for Mississippi tech-prep coordinators were identified in areas of reporting, accountability, the increasing number of sites, and professional development.     

The Compass Rose Effectiveness Model

The effectiveness model focuses the institution on mission achievement through assessment and improvement planning. Eleven mission criteria, measured by key performance indicators, are aligned with the accountability interest of internal and external stakeholders. A Web-based performance assessment application supports the model, documenting the impact of strategic planning on continuous improvement.     

Media representation of the Middle East: constructive student engagement in an online environment

As educators interested in pedagogical uses of technology, we utilize the internet to improve students' knowledge and awareness of the world beyond our own national borders. Web-based technologies offer us resources for our courses and can play an important role in promoting a more active style of learning from our students. Yet when teaching about politically sensitive topics, or regions of the world that are less well known, we inevitably access information that is unfiltered, out-of-context, inaccurate, or biased. This paper will be an exploration of how we taught students to critically engage with each other and with online media sources through a class blog discussing the violence in Gaza during January of 2009. During the two-week project, the students investigated this new media landscape (from blogs to YouTube) increasing their levels of techno-literacy by searching beyond their ‘normal’ sources and by recognizing the political bias present in all online venues. Evidence will show how the students went from passive consumers of networked information to active citizen participants as they expressed their opinions, countered each other's sources, and worked out how to fundamentally disagree without losing civility. The paper will detail the pedagogical practices and challenges to creating online spaces for constructive argumentation about highly volatile issues.     

Effects of total sleep deprivation on endurance cycling performance and heart rate indices used for monitoring athlete readiness

ABSTRACT

This study investigated effects of total sleep deprivation on self-paced endurance performance, and heart rate (HR) indices of athletes' “readiness to perform”. Endurance athletes (n = 13) completed a crossover experiment comprising a normal sleep (NS) and sleep deprivation (SD) condition. Each required completion of an endurance time-trial (TT) on consecutive days (D1, D2) separated by normal sleep or total sleep deprivation. Finishing time, perceived exertion (RPE), mood, psychomotor vigilance (PVT), and HR responses were assessed. Time on D2 of SD was 10% slower than D2 of NS (64 ± 7 vs 59 ± 4 min, P < 0.01), and 11% slower than D1 of SD (58 ± 5 min, P < 0.01). Subjective to objective (RPE:mean HR) intensity ratio was higher on D2 of SD compared with D2 of NS and D1 of SD (P < 0.01). Mood disturbance and PVT mean response time increased on D2 of SD compared with D2 of NS and D1 of SD. Anaerobic threshold and change in TT time were correlated (R = ?0.73, P < 0.01). Sleep helps to optimise endurance performance. Subjective to objective intensity ratios appear sensitive to effects of sleep on athletes’ readiness. Research examining more subtle sleep manipulation is required.     

Children's Frequency of Participation in Moderate to Vigorous Physical Activities

Abstract

Third and fourth grade boys (n = 422) and girls (n = 390) in four Texas elementary schools reported their participation in moderate to vigorous physical activities (MVPAs) over a 3-day period. Students were surveyed during class on successive days. On a subsample (n = 44), the agreement between reported and observed physical activities during physical education or recess was 86.3%. Running, walking fast, games and sports, and bicycling accounted for 70% of Total MVPAs. Of Total MVPAs reported, 47.0% for boys and 44.6% for girls were 10 min or longer in duration (LMVPA). The average number of LMVPAs per day was 1.7 for both boys and girls. Students reported significantly more occurrences of LMVPAs out of school than during school. Significant interaction between grade and gender indicated that third grade boys reported more Total MVPAs and LMVPAs than third grade girls, but fourth grade boys reported fewer Total MVPAs and LMVPAs than fourth grade girls. During the 3-day reporting period, 12.3% of boys and 13.3% of girls reported no LMVPAs, and 35.6% of boys and girls reported fewer than one LMVPAs per day. While the majority of children reported obtaining at least some activity daily, a substantial proportion of children in this sample reported fewer than one LMVPA daily, indicating that many children may not be obtaining adequate amounts of physical activity.