Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.     

Longitudinal Analyses of Classroom Behavior and School Achievement

Third-, sixth-, and ninth-grade teachers in a Wisconsin county nominated 982 children as consistently displaying socially approved behavior and 568 as consistently displaying aggressive-disruptive behavior in the classroom. Five years after the original nominations teacher grades in English, science, mathematics, and social studies; rank in graduating class for original ninth graders; and STEP scores were obtained. Analyses of covariance (ANACOVA) were made with IQ as the covariate and behavior, grade, sex, and home location as the independent variables. The results indicate clearly that the children whose behavior was aggressive and disruptive in the classroom achieved at significantly lower levels than their socially approved peers.     

COLLABORATIONS IN EARLY CHILDHOOD TEACHER EDUCATION: CHALLENGES AND PROMISE

Abstract

This article describes the reflective process used by a group of early childhood faculty members to study national standards in order to improve their teacher education program. The standards studied included those from the National Association for the Education of Young Children (NAEYC), Interstate New Teacher Assessment and Support Consortium (INTASC), National Board for Professional Teaching Standards (NBPTS) and the Division for Early Childhood of the Council for Exceptional Children (DEC/ECE). The reflective process and study resulted in changes in field experiences, course requirements and activities and assisted in state and national accreditation.     

The influence of discussion groups in a case-based learning environment

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management.     

The influence of an afternoon nap on the endurance performance of trained runners

The effectiveness of a nap as a recovery strategy for endurance exercise is unknown and therefore the present study investigated the effect of napping on endurance exercise performance. Eleven trained male runners completed this randomised crossover study. On two occasions, runners completed treadmill running for 30?min at 75% ?O_2max in the morning, returning that evening to run for 20?min at 60% ?O_2max, and then to exhaustion at 90% ?O_2max. On one trial, runners had an afternoon nap approximately 90?min before the evening exercise (NAP) whilst on the other, runners did not (CON). All runners napped (20?±?10?min), but time to exhaustion (TTE) was not improved in all runners (NAP 596?±?148?s vs. CON 589?±?216?s, P?=?.83). Runners that improved TTE after the nap slept less at night than those that did not improve TTE (night-time sleep 6.4?±?0.7?h vs. 7.5?±?0.4?h, P?r^{2 ?} =??0.76, P?=?.001). In runners that improved TTE, ratings of perceived exertion (RPE) were lower during the TTE on NAP than CON compared to runners that did not improve (?0.4?±?0.6 vs. 0?±?0, P?=?.05). Reduced exercising sense of effort (RPE) may account for the improved TTE after the nap. In conclusion, a short afternoon nap improves endurance performance in runners that obtain less than 7?h night-time sleep.     

Perfusion systems that minimize vascular volume fraction in engineered tissues

This study determines the optimal vascular designs for perfusing engineered tissues. Here, "optimal" describes a geometry that minimizes vascular volume fraction (the fractional volume of a tissue that is occupied by vessels) while maintaining oxygen concentration above a set threshold throughout the tissue. Computational modeling showed that optimal geometries depended on parameters that affected vascular fluid transport and oxygen consumption. Approximate analytical expressions predicted optima that agreed well with the results of modeling. Our results suggest one basis for comparing the effectiveness of designs for microvascular tissue engineering.     

参考文献体例的两种组织形式

参考文献表的编排有多种体例形式，并且不同体例中参考文献各著录项的表达也不尽相同。由于期刊大都倾向于采用自己所特定的参考文献著录格式，因而目前已有的参考文献软件并不能给予作者很多帮助，即作者如果将其稿件由某期刊改投到另一种期刊，通常需要改动其中的参考文献表格式和正文中的相关部分。在众多的参考文献表格式中，有两种最为主要。其一是在人文科学中较为常用的哈佛体系(即著者一出版年体系)，该体系规定正文中给出引文的作者和出版年，文献书目中的引文按著者姓名的字母顺序和出版年的先后排列。另外一种主要的参考文献表是数字体系(顺序编码制)，即正文中给出引文的序号，参考文献表中的各篇文献按其在正文中出现的先后顺序排列。科技论文和医学论文多采用该种体例。本文列举了上述两种体例的格式，并对比了二者的优缺点，认为著者．出版年体系可以使学术论文的读者很方便地了解作者所引用的工作是由谁完成的，而数字体系(顺序编码制)因为简洁，从而可以使读者更为通畅地阅读论文。     

Reliability and validity of field-based fitness tests in youth soccer players

This study aimed to establish between-day reliability and validity of commonly used field-based fitness tests in youth soccer players of varied age and playing standards, and to discriminate between players without (“unidentified”) or with (“identified”) a direct route to professional football through their existing club pathway. Three-hundred-and-seventy-three Scottish youth soccer players (U11–U17) from three different playing standards (amateur, development, performance) completed a battery of commonly used generic field-based fitness tests (grip dynamometry, standing broad jump, countermovement vertical jump, 505 (505COD) and T-Drill (T-Test) change of direction and 10/20 m sprint tests) on two separate occasions within 7–14?days. The majority of field-based fitness tests selected within this study proved to be reliable measures of physical performance (ICC?=?0.83–0.97; p?p?2 (7)?=?101.646, p?相似文献