Efficacy of Skinfold Training Clinics: A Comparison between Clinic Trained and Experienced Testers

Abstract

In an attempt to differentiate more adequately between the terms motor ability and athletic participation in their relationship to some measurable aspects of personality, a group of 167 Pomona College junior and senior male students were classified both as to level of motor ability and participation in athletics and were administered the CPI. Utilizing a total test response derived from the sum of ranks of median scores, low and middle motor ability groups ranked higher in the main effects and within the nonathlete and intramural participation groups, but athletic participation did not appear to have any effect upon the measures studied. The pattern of results suggested an expectation hypothesis wherein higher ratings in the personality inventory might be achieved by groups of subjects who participated at a level which would be “expected” in relation to their motor ability.     

An Exploratory Investigation of the Counseling Competencies Scale: A Measure of Counseling Skills,Dispositions, and Behaviors

The authors examined the psychometric properties of the Counseling Competencies Scale (CCS; University of Central Florida Counselor Education Faculty, 2009 ), an instrument designed to assess trainee competencies as measured in their counseling skills, dispositions, and behaviors. There was strong internal consistency for the 4‐factor model for midterm data (.927) and the 5‐factor model for final data (.933). Interrater reliability for the total CCS score was .570, and criterion‐related validity (correlation between the total score on the final CCS and semester grade) yielded a moderate correlation (r= .407, p < .01). Thus, the results provide initial support for using the CCS to assess counseling students’ professional competencies.     

A simplified approach to teaching medical students ocular movements and the rationale in testing the oculomotor,trochlear, and abducent nerves

The actions of the individual extraocular muscles are best explained to medical students in a lecture format by showing the relationship of each muscle to the axes of the globe and the walls of the bony orbit. The lateral and medial rectus muscles cross only the vertical axis, and consequently, cause only abduction and adduction, respectively. These muscles can be tested simply by asking the patient to abduct or adduct. Inability to do so indicates that the muscles and/or their innervation have been compromised. In contrast, the superior and inferior oblique and rectus muscles cross all three axes (vertical, horizontal, and anteroposterior) of the globe. Therefore, concentric contraction of each of these muscles results in three movements; abduction or adduction, elevation or depression, and intorsion or extorsion. These muscles must be tested with a sequence of two movements. Gaze can be either elevated or depressed by both an oblique and a rectus muscle. If abduction or adduction occurs first, one muscle of the pair becomes incapable of causing elevation or depression of the pupil. The rationale for abducting or adducting first is that either the oblique or rectus muscle of the pair will no longer cross the horizontal axis and will then be unable to effect the desired movement. Inability to elevate or depress gaze from the abducted or adducted position shows which muscle, the oblique or rectus, and/or its innervation has been compromised. Anat Sci Ed 1:126–129, 2008. © 2008 American Association of Anatomists.     

Teaching the Immigrant Child: Application of Child Development Theories

Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed. Some suggestions for practice are also provided.     

Hybrid e-learning tool TransLearning: video storytelling to foster vicarious learning within multi-stakeholder collaboration networks

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling e-tool supported informal vicarious learning, while it was applied in multi-stakeholder collaborations called ‘Regional Ateliers’. TransLearning was meant to supplement learning within RAs about running rural sustainable innovation projects. The e-tools’ video-stories were thematically coded for content analysis. Stakeholder workshops in which the e-tool was used, as well as gathered user experiences, were transcribed, analysed inductively and juxtaposed. Findings indicate that stakeholders vicariously learned by (1) creative association and (2) collaborative creation of new stories, based on watching individual or multiple videos, respectively. However, the e-tool’s learning content seemed rife with conceptual knowledge, indicating an absence of concrete experiences that are essential for rich(er) vicarious learning. Storytelling e-tools developed for vicarious learning in novice collaborations may inherently encounter this. To conclude, hybrid storytelling approaches like TransLearning seem to support informal vicarious learning best if they employ (1) processes in which learners actively co-create content (selection of topics and storytellers), (2) extensive storyboarding (3) and learning facilitators that encourage learners to collaboratively compare videos and think associatively.     

The writing process: A powerful approach for the language-disabled student

Our understanding of the writing process can be a powerful tool for teaching language-disabled students the “how” of writing. Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning, drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development of his sense of control and his regard for himself as a writer.     

Getting the most out of audience response systems: predicting student reactions

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study expands on previous work by simultaneously evaluating several student and practice variables that may predict student perceptions of ARS. Perceived learning outcomes, engagement, interaction in class, enjoyment of ARS, attendance, and preparation for class were examined using multivariate regression analysis in two undergraduate samples. Student variables, including gender, grade, and year of program predicted student perceptions of ARS. Practice variables, including the consistency of ARS use, question type, question difficulty, and ease of use also predicted student perceptions. The nature and implications of these findings are discussed.     

Professional inspector or inspecting professional? Teachers as inspectors in a new regulatory regime for education in England

The advent of a new inspection system in January 2012 has created new challenges for both the teaching profession and for the inspectors of education given the task of implementing it, as the new framework demands increased involvement by serving teachers and head teachers as part of the inspection process. This paper draws on evidence from a current funded research project to examine the implications of engaging current practitioners in the inspection role. It explores the professional values and skills that are required in order to successfully effect the new framework and considers whether these may conflict with professional teaching identities, thus raising the possibility of further tensions in the inspection – and governance – of education in England.     

Instructional design for distance learning

An intrinsic link exists between instructional design (ID) and distance learning (DL). Their inextricability in the real world raises specific problems of interest in the field of ID. In no other teaching/learning situation is ID so essential as in DL. The conditions of DL make it a necessity to have long-term instructional planning, cost analysis, curriculum and course development, instructional materials development and maintenance, delivery plans, and detailed evaluation rules. Without all of these components, DL simply could not happen. It took some time for this neccessity to be acknowledged, as can be seen in the history of DL. However, ID becomes even more critical as increasingly costly and complex means are used. Conditions of learning have special features in DL, such as the role of media, since the professor, teacher or instructor is replaced by media for either transmitting information or for organizing learning activities. In this paper, the term distance learning will be used to mean media-based, remote or asynchronous learning supported by an instructional system. This paper introduces general features of DL and examines essential aspects of ID for DL, with special emphasis on ID methodologies and on media selection.