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991.
Joanmarie Smith 《Religious education (Chicago, Ill.)》2013,108(4):592-605
992.
Larry David Smith 《Communication quarterly》2013,61(4):338-349
This essay compares an all news network's (the Cable News Network) response to a news story's dialectical imperative with that of the entertainment networks (ABC, CBS, and NBC). Using the 1988 nominating convention coverage as subject matter, the author applies narrative principles to interpret a content analysis of those telecasts. The results indicate significant distinctions in narrative structure as the entertainment networks aired a “talent‐based” production whereas CNN produced an “event‐based” interpretation of the two conventions. 相似文献
993.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70
International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic
trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay
in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared
to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their
performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level
differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees
combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and
approaches to treating mental health. Implications and recommendations are outlined.
Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South
Carolina, United States of America. 相似文献
994.
Matthew J. Barnes Jeremy Fraser Karl Coley Blake G. Perry 《Research quarterly for exercise and sport》2013,84(4):504-510
ABSTRACTPurpose: The purpose of this study was to identify whether post-resistance exercise (REx) blood flow restriction (BFR) can elicit a similar acute training stimulus to that offered by either heavy REx or traditional low-load BFR REx. Method: Ten men completed trials with 30% one-repetition maximum (1RM) for 5 sets of 15 repetitions without BFR (30%), with BFR during exercise (30% RD), and with postexercise BFR (30% RP) and at 75% 1RM for 3 sets of 10 repetitions. Lactate and cortisol were measured before and up to 60 min after exercise. Thigh circumference, ratings of perceived exertion (RPE), and pain were measured before and after exercise. Surface electromyography was measured during exercise. Results: All conditions had a large effect (effect size [ES] > 0.8) on lactate, with the largest effects observed with the 75% condition; no differences were observed between the 30% conditions. All conditions had a moderate effect (ES > 0.25 ≤ 0.4) on increasing thigh circumference. This effect was maintained (ES = 0.35) with the application of BFR after REx (30% RP). Change in RPE, from the first to last set, was significantly greater with 30% RD compared with other conditions (all p < .05). Electromyography amplitude was higher and percentage change was greater for the 75% condition compared with the other conditions (both p < .05). Conclusions: The application of BFR immediately post-REx altered several of the responses associated with REx that is aimed at inducing muscular hypertrophy. Additionally, these changes occurred with less pain and perceived exertion suggesting that this form of REx may offer an alternative, tolerable method of REx. 相似文献
995.
Bryna Chrismas Lee Taylor Alexander Smith Philip Pemberton Jason Charles Siegler Adrian Wayne Midgley 《Measurement in physical education and exercise science》2018,22(3):191-199
To examine the reproducibility of three measurement techniques used to determine creatine kinase, interleukin-6 and high-sensitivity C-reactive protein, 50 participants had blood samples taken on two occasions. Fingertip plasma samples were analysed using the Reflotron for CK determination. Venous blood samples collected into serum separator tubes were used for IL-6 and hs-CRP analyses. IL-6 was measured using an enzyme linked immune assay development kit. The hs-CRP was measured by an in-house ELISA method. Dependent t-tests showed no systematic bias between samples. The interdian CV was 20.0% for CK, 15.3% for IL-6 and 44.2% for hs-CRP. The intraclass correlation coefficient was 0.90 for CK, 0.98 for IL-6 and 0.70 for hs-CRP. The 95% limits of agreement were ?69.7 to 63.5 IU/L for CK, ?1.48 to 1.80 pg/ml for IL-6 and ?1.10 to 0.91 µg/L for hs-CRP. The results demonstrate low absolute reproducibility, which may obscure a true experimental effect. 相似文献
996.
Jaime Smith 《Early Childhood Education Journal》2009,37(2):147-151
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to
have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article
will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age
students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies,
anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will
have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood
educators on how to implement these blended management techniques. 相似文献
997.
Kerry Shephard Samuel Mann Nell Smith Lynley Deaker 《Environmental Education Research》2009,15(5):571-587
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students. 相似文献
998.
There has been a shift in university teaching over the past decades to emphasize student achievement and persistence through high-impact practices and collaborative learning. While research supports the efficacy of these pedagogical strategies, it can be difficult to implement them on large campuses. Yet, many criminal justice professors assign students to work in small groups. This study, conducted at a university with a large underrepresented student population, found that the composition of student groups in one criminal justice class can affect the perceived benefits students receive in that class, in other classes, and in general. We found that students placed in a small group with classmates who shared some criminal justice classes reported more student-initiated collaborative learning, expanded support networks, and improved grades in shared courses compared to students in small groups with classmates who shared no classes. This simple intervention has the potential to mimic learning-communities with similar benefits. 相似文献
999.
1000.
Lesley Sefcik Simon Bedford Peter Czech Judith Smith Jonathan Yorke 《Assessment & Evaluation in Higher Education》2018,43(1):45-57
External referencing of assessment and students’ achievement standards is a growing priority area within higher education, which is being pressured by government requirements to evidence outcome attainment. External referencing benefits stakeholders connected to higher education by helping to assure that assessments and standards within courses are appropriate and comparable among institutions. External referencing takes many forms, which have different resourcing requirements, outcomes, and operational strengths and challenges. This paper describes the External Referencing of Standards (ERoS) approach developed, tested and adopted by a university consortium. ERoS draws on the strengths of existing methodologies to produce an evolved model that is effective, efficient, transparent and open, capability building and sustainable. The model enables participants to communicate directly and construct peer relationships, and findings suggest this is a significant design strength. The process facilitates capability building, such that participants garnered insights valuable to enact quality assurance and enhancement of existing courses, and fosters connections that facilitate collaboration and peer-learning. ERoS successfully used open source collaborative tools to review work samples, which can be used to benchmark costed systems. 相似文献