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101.
Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time. 相似文献
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Emily Brittain 《English in Education》2003,37(1):48-58
This article deals with Philip Pullman's insistence on the importance of the creative power of stories in education and the need for children to think deeper about texts than the surface plot; the suitability for fantasy literature to be used for this ‘larger project’ and the current power of children's fantasy, leading to Pullman's winning of the Whitbread Prize; and Pullman's vehement rejection of links between His Dark Materials and C.S. Lewis's Narnia books. Both series are influenced by Paradise Lost but read from their own religious position: Lewis is the conservative traditionalist and Pullman the liberal reformer. In both, Christian allegory is used to encourage deeper readings of the works. Ultimately, Pullman's criticism of Narnia draws attention to similarities between the two series and the power of both to provoke challenging questions rather than straightforward answers. 相似文献
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105.
This study compares the instrumentation and analysis techniques used when determining the power expended pedalling a rope-braked
ergometer manufactured by Monark (Sweden) during a low intensity test. Power values were generated by eight subjects. The
instrumentation consisted of load cells to measure the rope brake forces, a tachometer to measure the flywheel velocity and
instrumented pedal cranks manufactured by Schoberer Rad Messtechnik (SRM). The subjects pedalled a rope-braked ergometer at
60 rev min-1, against a resistance of 3 kg, for 5 minutes. Three different measurements of the mean power were recorded and these were
compared with the value given by Monark. The SRM cranks provided two sets of results using different software packages supplied
with the cranks. SRM standard software is used for taking measurements during training and cycle races over long time periods.
An additional piece of software is provided by SRM called Ptnew, which gives readings of torque and pedal cadence over periods
up to 30 seconds. Using the values supplied by Monark each subject generated 180 W of power. The mean power for the eight
subjects, measured using the SRM cranks, was 170.36 W (SD 4.11) using the alternative SRM software (Ptnew) over a 30 second
period and 173.68 W (SD 2.21) using the standard SRM software. From the direct measurement of the brake forces and flywheel
velocity the mean power across the eight subjects was 148.90 W (SD 5.89). The SRM cranks measure the input power, whereas
the direct measurement system measures the power output excluding mechanical losses. These values give a figure for the mechanical
efficiency for the roped-braked ergometer of 88%. It was found that Monark overestimates the power generated by the subjects
when compared with both the SRM systems and the direct measurement instrumentation. 相似文献
106.
Measurement of ground reaction force (GRF) in running provides a direct indication of the loads to which the body is subjected
at each foot-ground contact, and can provide an objective explanation for performance outcomes. Traditionally, the collection
of three orthogonal component GRF data in running requires an athlete to complete a series of return loops along a laboratory
based runway, within which a force platform is embedded, in order to collect data from a discrete footfall. The major disadvantages
associated with this GRF data collection methodology include the inability to assess multiple consecutive foot contacts and
the fact that measurements are typically confined to the laboratory. The objective of this research was to investigate the
potential for wearable instrumentation to be employed, in conjunction with artificial neural network (ANN) and multiple linear
regression (MLR) models, for the estimation of GRF in middle distance running. A modular wearable data acquisition system
was developed to acquire in-shoe force (ISF) data. Matched data sets from wearable instrumentation (source data) and force
plate (target data) records were collected from elite middle-distance runners under controlled laboratory conditions for the
purposes of ANN and MLR model development (MD) and model validation (MV).
In terms of statistical measures of prediction accuracy the MLR model was found to provide a superior level of accuracy for
the prediction of the vertical and medio-lateral components of GRF and alternatively, the ANN model provided the most accurate
predictions of the anterior-posterior component of GRF. The prediction accuracy of each component of GRF was found to be governed
by the inherent signal variability, in which case the vertical and anterior-posterior components were more reliable and subsequently
predicted significantly more accurately than the medio-lateral component.
The emerging capability for obtaining continuous GRF records from wearable instrumentation has the potential to permit unprecedented
quantification of training stress and competition demands in running. 相似文献
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110.
This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed. 相似文献