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21.
Sunil Jonathan Holla Kalpana Ramachandran Bina Isaac Shajan Koshy 《Anatomical sciences education》2009,2(4):179-183
Authors report here a survey of medical student feedback on the effectiveness of two different anatomy curricula at Christian Medical College, Vellore, India. Undergraduate medical students seeking the Bachelor in Medicine and Bachelor in Surgery (M.B.B.S.) degrees were divided into two groups by the duration of their respective anatomy curriculum. Group 1 students had completed a longer, 18‐month curriculum whereas Group 2 counterparts followed a shorter, 12‐month curriculum. Students' responses to a questionnaire were studied. Analysis of feedback from Groups 1 and 2 contrasted the effectiveness of the two anatomy curricula. The coverage of gross anatomy was rated adequate or more than adequate by 98% of Group 1 and 91% of Group 2. A desire for greater emphasis on gross anatomy teaching was expressed by 24% of Group 1 and 50% of Group 2 (P = 0.000). Two‐thirds of all students felt that the one‐year program was not adequate, and 90% of Group 1 and 74% of Group 2 felt that clinically oriented anatomy teaching required more emphasis. Dissection was helpful or very helpful for 94% of Group 1 and 88% of Group 2. This study suggests that a better understanding of gross anatomy was gained from a course of longer duration (18 months with 915 contact hr vs. 12 months with 671 contact hr). Students who completed the longer anatomy course had greater appreciation of the need for clinically oriented anatomy teaching and dissection. Anat Sci Educ 2:179–183, 2009. © 2009 American Association of Anatomists. 相似文献
22.
Coral Falco Javier Molina-García Octavio Álvarez Isaac Estevan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):381-382
The aim of this study was to investigate the effects of target distance on temporal and impact force parameters that are important performance factors in taekwondo kicks. Forty-nine taekwondo athletes (age = 24.5 ± 5.9 years; mass = 79.9 ± 10.8 kg) were recruited: 13 male experts, 21 male novices, 8 female experts, and 6 female novices. Impact force, reaction time, and execution time were computed. Three-way repeated measure ANOVAs revealed significant ‘distance’ effect on impact force, reaction time, and execution time (p = 0.001). Comparisons between distance conditions revealed that taekwondo athletes kicked with higher impact force from short distance (17.6 ± 7.5 N/kg) than from long distance (13.1 ± 5.7 N/kg) (p < 0.001), had lower reaction time from short distance (498 ± 90 ms) and normal distance (521 ± 111 ms) than from long distance (602 ± 121 ms) (p < 0.001), and had lower execution time from short distance (261 ± 69 ms/m) than from normal distance (306 ± 105 ms/m) or from long distance (350 ± 106 ms/m) (p = 0.003 and p < 0.001, respectively). In conclusion, target distance affected the kick performance; as distance increases, impact force decreased and reaction time increased. Therefore, when reaction to a simple visual stimulus is needed, kicking from a long distance is not recommended, as longer time is required to respond. 相似文献
23.
Support is needed to promote problem-based learning (PBL) and to enhance critical thinking skills in discussion-based Internet forums. By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an intelligent learning tool. The model is built on the notions of threshold and knowledge weight from the discipline of machine learning. The model encourages learners to judge or critically evaluate the solutions posted by others before exploring further knowledge content. The system then sums up the judgment scores as its knowledge weight to pass the thresholds setup for ranking/arranging the learning issues. This constraint design, therefore, becomes a mechanism for critical thinking in a problem-based learning activity. MALESAbrain as a model helps transform the forum and chat room into rich learning discussion environments. 相似文献
24.
Isaac Olugbenga Ajala Christianah Oluwafunmilayo Aderinto 《Cataloging & classification quarterly》2013,51(1):33-41
This study examines use of the card catalogue by staff and undergraduate and postgraduate students of Ladoke Akintola University of Technology, Ogbomoso, Oyo state, Nigeria. The population sample was comprised of 1,200 library users randomly selected from 13,592 registered library users at the Ladoke Akintola University of Technology, Ogbomoso. Results from questionnaires established that the library card catalogue was underutilized by the undergraduate students (44%), but more heavily used by postgraduate students (78%), academic staff (74%), and administrative staff (66%). Recommendations are suggested to improve catalogue use in the library. 相似文献
25.
Isaac West 《Quarterly Journal of Speech》2013,99(1):97-102
Voice and Nerve Control. By Jutta Bell‐Ranske, New York: Frederick A. Stokes, 1915. Debaters’ Manual Compiled by Edith M. Phelps. White Plains, N.Y.: H. W. Wilson Co., 1915. Cloth, pp. 172. $1.00 The High School Debate Book. By E. C. Robbins. Chicago: A. C. McClurg &; Co., 1915. Cloth, pp. 229. $1.00. Debating for Boys. By William Horton Foster. New York: Sturgis &; Walton Co., 1915. Cloth, pp. 175. $1. 00. University Debaters’ Annual. Edited by Edward C. Mabie. White Plains, N.Y.: H. W. Wilson Co., 1915. Cloth, pp. 534. $1.80. The Teaching of Oral English. By Emma Miller Bolenius. Philadelphia: J. B. Lippincott Co., 1914. Cloth, pp. 214. The Making of an Oration. By Clark Mills Brink. Chicago: A. C. McClurg &; Co., 1913. Pp. 421. Cloth, $1.50. 相似文献
26.
Isaac Landman 《Religious education (Chicago, Ill.)》2013,108(4):283-287
(The Revised Standard Version of the Bible is ten years old. During this period it has been tested in every conceivable way: by the scholars, by use in all kinds of worship, by classes in church‐related educational programs, by students in colleges and theological schools. It has proven itself a valid translation and a means of proclaiming the revelation of God in Jesus Christ. It has had widespread use in Roman Catholic colleges. It is now appearing in many new editions as other publishers are being licensed to print it. To Luther A. Weigle and his teams of devoted translators we give our grateful thanks. ‐‐ Ed.) 相似文献
27.
Stewart Fraser Richard W. Boyce R. C. Paxson J. Isaac Copeland Clifton L. Hall Lawrence S. Wrightsman 《Peabody Journal of Education》2013,88(2):120-128
Behind the Iron Curtain. Joseph S. Roucek and Kenneth V. Lottich. (Caldwell, Idaho: The Caxton Printers, 1964. Pp. 631. $8.95.) Year‐Round Education. Clarence A. Schoenfield and Neil Schmitz. (Madison, Wisconsin: Dembar Educational Research Services, 1964. Pp. 111. $3.00, paper.) The University of Kentucky: The Maturing Years. Charles Gano Talbert. (Lexington, Kentucky: University of Kentucky Press, 1965. Pp. 208. $5.00.) Montessori for Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 240. $5.95.) The Montessori Manual for Teachers and Parents. Dorothy Canfield Fisher. (Cambridge, Mass.: Robert Bentley, Inc., 1965. Pp. 126. $5.00.) The Montessori Elementary Material. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 464. $8.50.) The Montessori Method. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 377. $6.50.) Spontaneous Activity in Education. Maria Montessori. (Cambridge, Mass.: Robert Bentley, Inc., 1964. Pp. 355. $6.50.) The Concepts of Over‐and‐Underachievement. Robert L. Thorndike. (New York: Bureau of Publications, Teachers College, Columbia University, 1963. Pp. 79. $3.25.) Handbook of Research on Teaching. N. S. Gage, editor. (Chicago: Rand McNally, 1963. Pp. 1218. $15.00.) 相似文献
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Daniel M. Leeds Isaac McFarlinJr. Lindsay Daugherty 《Research in higher education》2017,58(3):231-243
This paper studies the effects of guaranteed college admission on student effort and achievement. In 1997, Texas enacted the “Top Ten Percent” law, which guarantees admission to any public college for students in the top ten percent of their high school class. In practice, eligible students become aware of their admission status at the end of their junior year in high school—more than 1 year prior to attending college. We use data from a large, urban school district and regression discontinuity methods to test for effects on effort. Our preferred estimates show that students who barely qualify for the admissions guarantee earn marginally lower grades and take fewer advanced courses in their senior year compared to students who do not qualify for guaranteed admission and learn their status in the final senior year term. We find qualitatively similar results when limiting our sample to finer bandwidths, although the estimates are imprecise. 相似文献