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排序方式: 共有158条查询结果,搜索用时 15 毫秒
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Learning & Behavior - Three experiments tested hypotheses about whether rats respond appropriately to, or track, an orderly series of reward magnitudes terminating in nonreward by encoding the... 相似文献
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Ryan S. McGinnis Stephen M. Cain Steven P. Davidson Rachel V. Vitali Noel C. Perkins Scott G. McLean 《Sports Engineering》2016,19(1):21-34
We present a method for quantifying sacral kinematics during countermovement jumping (CMJ) using an inertial measurement unit (IMU). The IMU-derived sacral kinematic trajectories reproduced motion capture acceleration, velocity, and displacement to within mean (standard deviation) differences of 0.024 (0.088) m/s2, 0.023 (0.026) m/s, and 0.003 (0.032) m, respectively, across 252 jumps performed by 14 subjects. The method also quantified differences in maximum sacral displacement to within 1 % and differences in maximum propulsive velocity to within 0.7 % of motion capture estimates. This builds upon existing IMU-based methods for quantifying jump performance, which do not provide sacral kinematic trajectories. The utility of this method is demonstrated by its ability to discriminate jump performance metrics across a diverse subject population. In particular, we found that 21 participants adopted multiple strategies to maximize jump height in unloaded and loaded fresh conditions, but converged to a common strategy when jumping fatigued and under load. Changes in kinematic parameters were evident across conditions, and several changes were significantly associated with changes in jump performance (i.e., height). These parameters include changes in the depth of the countermovement, duration of the propulsive phase and maximum propulsive velocity. Collectively, these results point toward the future use of this method in naturalistic environments and for multiple objectives including biomechanical performance assessment and tracking, fatigue assessment, and jump training. 相似文献
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Imaging techniques provide ways of knowing structure and function in biology at different scales. The multidisciplinary nature and rapid advancement of imaging sciences requires imaging education to begin early in the biology curriculum. Guided by the National Institutes of Health (NIH) Roadmap initiatives, we incorporated a nanoimaging, molecular imaging, and medical imaging teaching unit into three 1-h class periods of an introductory course on ways of knowing biology. Activities were derived from NIH Roadmap initiatives in nanomedicine, regenerative medicine, and nuclear medicine. The course materials we describe contributed positively to student learning gains in quantifying and interpreting images, in characterizing imaging methods that provide ways of knowing biological structure and function, and in understanding scale in biology and imaging. The NIH Roadmap provides a useful context to educate students about the multidisciplinary imaging continuum. 相似文献
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Janet E. Davidson 《Instructional Science》1989,18(2):166-166
Articles
Aect awards program for outstanding achievements in instructional development 相似文献66.
Samuel M. Davidson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(5-6):615-631
Through individual narratives, three adolescent males of colour reflect on their fluid masculinities in relation to ethnicity, spirituality and sexuality. The self-described gender benders examine their complex relationships and hybrid identities, which cross the various boundaries of heteronormativity routinely legitimatised through peer norms and educational practices. They voice experiences and gender performances in context of the reshaping of the school’s official and unofficial heterosexist climate in which gender-bending males are often marginalised. 相似文献
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J. Cody Davidson 《Community College Journal of Research & Practice》2013,37(11):1007-1021
Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student success metrics are important to the fiscal health of community colleges. In an effort to better identify the likelihood of meeting these metrics, some scholars have suggested leading indicators. The purpose of this study was to examine the effects of leading indicators on transfer to a four-year institution and associate degree completion for community and technical college students at Kentucky’s two-year public institutions for groups based on student characteristics. Logistic regression analyses showed that leading indicators do predict transfer to a four-year institution and associate degree completion, but with varying levels of affect. Earning 30 credit hours by the end of the first year, passing a summer class and completing a college-level English class had the greatest effect on transfer to a four-year institution and associate degree completion. For performance-based funding models to be most effective and fair, policies and practices should consider precollege factors in their models. Also, these findings have implications for institutional level policy-making and practices. 相似文献
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Shaw David E. Becker Henry J. Bransford John D. Davidson Jan Hawkins Jan Malcom Shirley Molina Mario Ride Sally K. Sharp Phillip Tinker Robert F. Vest Charles Young John Allen Richard Bakia Marianne Bryson Rebecca Chen C. Samantha Costello Caroline M. Deckel Garrett M. Dial Marjorie R. Kealey Edith M. Lehoczky Sandor 《Journal of Science Education and Technology》1998,7(2):115-126
The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report. 相似文献
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ABSTRACT In this article, the authors explore the future of legal reference services, continuing the discussion raised in their previous article, at 26 LRSQ 57 (No. 1/2, 2007). Again considering examples of popular and effective services from the non-library (commercial) world, they examine underlying trends and suggest points for improvement in library systems. They concentrate their focus on the academic law library, and on the changing role of the reference librarian. 相似文献
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