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721.
Gregory D. Paul 《Communication quarterly》2013,61(3):424-444
Previous research on forgiveness has taken place with little accounting for contextual influence, assuming a rather universal definition and practice across different contexts. Using discourse analysis, this study explores the social construction of forgiveness in media texts by comparing discussions of Amish and English forgiveness. The results of this study problematize a singular, uniform notion of forgiveness, instead framing it as a contextually bounded, discursive phenomenon. This study suggests that an alternative approach to studying forgiveness can shed light on otherwise overlooked dimensions of the forgiveness process. 相似文献
722.
This is the first report on the findings of a survey carried out on 578 students entering computing courses at seven institutes of technology in Ireland in 2001. The progress of this cohort of students is charted through the four years of their course using questionnaires and interviews. It is envisioned that the study will highlight the different relationships and patterns of association between these students’ progression at college and their entry characteristics. The findings presented in this article are from a section of the questionnaire administered to students in year one of their studies. It was designed to explore students’ experiences of computing prior to their entry to college. The students’ exposure to computing and their enjoyment of computing at second level was documented. Relationships between students’ experiences of computing at second level and their success/failure to progress in their course in third level are investigated. 相似文献
723.
Rodrigo Drumond Vieira Gregory J. Kelly 《International Journal of Science Education》2013,35(16):2694-2718
In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education. 相似文献
724.
725.
Laurent Bosquet Antoine Duchene Paul Raoul Delhors Gregory Dupont Helen Carter 《Journal of sports sciences》2013,31(6):663-670
Abstract The aim of this study was to compare maximal accumulated oxygen deficit (hereafter O2 deficit) estimated from the methods of Whipp et al. (1986), Medbo et al. (1988), and Hill et al. (1998) to determine whether they agree sufficiently to be used interchangeably. Nineteen moderately to highly trained endurance runners first performed an incremental test to exhaustion for the determination of maximal oxygen uptake ([Vdot]O2max) and peak treadmill speed, followed by six randomly ordered constant-speed tests at 95, 100, 105, 110, 110, and 120% of peak treadmill speed. All tests were separated by at least 72 h and were performed within 4 weeks. The method of Whipp produced an O2 deficit estimate that was lower than that derived from the method of Hill or Medbo (bias ± 95% limits of agreement: ?29.6 ± 36.6 and ?26.1 ± 32.8 ml · kg?1, respectively; P < 0.001). The O2 deficit did not differ between the methods of Hill and Medbo (bias ± 95% limits of agreement: 3.5 ± 41.6 ml · kg?1; n.s.). However, poor correlations (0.21 < r < 0.33; n.s.) together with wide limits of agreement between O2 deficit estimates (70 – 80% of the mean response) clearly question using these methods interchangeably. 相似文献
726.
Gregory Clinton Brad Hokanson 《Educational technology research and development : ETR & D》2012,60(1):111-130
This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering
a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of
the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development
graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity
Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include
established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design
problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking.
This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers
suggested directions for future research. 相似文献
727.
Hoyt A McNulty JA Gruener G Chandrasekhar A Espiritu B Ensminger D Price R Naheedy R 《Anatomical sciences education》2010,3(6):295-299
This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint presentations. Students who chose to participate in the anonymous ARS sessions submitted answers via their personal wireless devices (e.g., laptops, smartphones, PDAs, etc). Students were surveyed for feedback. Student participation in ARS activities was greatest (65-80%) in the first lecture. The number of students who actively participated in ARS activities decreased over the next four sessions, and then slightly increased in the last two sessions. This trend was the same for both years. Use of the ARS did not dramatically enhance overall student performance on examination questions that dealt with content similar to content presented in the ARS sessions. However, students who scored in the lower quartile of the examination performed better on the examination questions after the ARS was implemented. Accordingly, our findings suggest that the effect of ARS to improve student performance on examinations was not uniform. The overall benefit of an ARS to enhance the lecture experience was confirmed by student surveys. 相似文献
728.
Gregory R. Berry 《Performance Improvement Quarterly》2011,24(3):9-28
Effective and efficient teams communicate, collaborate, and perform, even if these teams are not co‐located. Although much is known about enabling effectiveness on face‐to‐face teams, considerably less is known about similarly enabling effectiveness on virtual teams. Yet the use of virtual teams is common and will likely become more commonplace as organizations continue to update and use increasingly sophisticated technology. Cohort and individual trust between team members is a significant component on most effective teams, virtual or face‐to‐face. This paper examines research on virtual teams and trust across disciplines, including management, e‐learning, business communication, decision making, human resource management, psychology, and IT, to identify major characteristics that increase our knowledge of how to establish and maintain trust in the virtual environment and on virtual teams. 相似文献
729.
Angelos Vlahoyiannis George Aphamis Gregory C. Bogdanis Giorgos K. Sakkas Eleni Andreou Christoforos D. Giannaki 《运动与健康科学(英文)》2021,10(4):387
PurposeThis systematic review aimed to describe objective sleep parameters for athletes under different conditions and address potential sleep issues in this specific population.MethodsPubMed and Scopus were searched from inception to April 2019. Included studies measured sleep only via objective evaluation tools such as polysomnography or actigraphy. The modified version of the Newcastle–Ottawa Scale was used for the quality assessment of the studies.ResultsEighty-one studies were included, of which 56 were classified as medium quality, 5 studies as low quality, and 20 studies as high quality. A total of 1830 athletes were monitored over 18,958 nights. Average values for sleep-related parameters were calculated for all athletes according to sex, age, athletic expertise level, training season, and type of sport. Athletes slept on average 7.2 ± 1.1 h/night (mean ± SD), with 86.3% ± 6.8% sleep efficiency (SE). In all datasets, the athletes’ mean total sleep time was <8 h. SE was low for young athletes (80.3% ± 8.8%). Reduced SE was attributed to high wake after sleep onset rather than sleep onset latency. During heavy training periods, sleep duration and SE were on average 36 min and 0.8% less compared to pre-season and 42 min and 3.0% less compared to in-season training periods, respectively.ConclusionAthletes’ sleep duration was found to be short with low SE, in comparison to the general consensus for non-athlete healthy adults. Notable sleep issues were revealed in young athletes. Sleep quality and architecture tend to change across different training periods. 相似文献
730.
We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text
comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal
diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled
the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about
transitive relationships between causes and effects correctly than those who reread the text. These findings supported the
causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly
representing a text’s causal structure, which helps the reader better comprehend causal relationships. 相似文献