Computer support in a rural setting: A comparison of computer-assisted and handwritten evaluation reports

The present blind study compared the quality of psychoeducational reports generated under two conditions. On the average, reports written with computer assistance were rated to be of higher quality than those prepared by hand. Also presented are data validating the large expenditure of staff time on report preparation, along with estimates of the time saving that may be realized with computer assistance. The relevance of computer support to relatively isolated, rural-based clinical staff is discussed.     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.     

MARGINALIZATION AND RENEWAL: EVANGELICAL CHRISTIAN EDUCATION IN THE TWENTIETH CENTURY

Abstract This article addresses three periods of evangelical Christian education development in the twentieth century. The early part of the century was a time of loss of influence and marginalization within the broader religious education movement. The middle part of the century saw an explosion of parachurch educational ministry efforts to assist the evangelical movement and renewed efforts to develop professional organizations and curricular resources for the church. The last part of the century has seen a growth of influence of evangelical educational writers, publishers, schools, and megachurches on the shape of Christian education today. Current assessment, hopes for the future, and gifts to the broader religious education community are reviewed.     

On the acoustic signature of golf ball impact

In this paper, we present results on the measurement and analysis of the sound that is produced by the sharp impact loading of a golf ball by a flat massive object (e.g. the face of a golf club). We discuss: (a) the motivation for such a study; (b) some necessary background information on how golf balls vibrate; (c) the techniques used to acquire and analyse the data; and (d) an analysis of the sound made by dropping balls on a smooth, massive concrete target surface. These results establish a simple method for rapid and non-destructive measurement of the effective high-frequency elastic shear moduli of balls and ball cores.     

Interaction of wrestling shoe and competition surface: effects on coefficient of friction with implications for injury

The purpose of this study was to determine whether there is a significant difference in the co-efficient of friction (Fc) between old versus new wrestling shoes and mats and to investigate the effect of perspiration. Fc was measured by dragging a weighted shoe over a wrestling mat surface and measuring the vertical and horizontal forces produced. Three different shoe conditions were assessed over two mat types for both wet and dry conditions for a total of 12 conditions. To simulate the wet condition, saline solution was smeared over the surface of the mat. There was a significant effect of shoe, mat, and wet/dry conditions. In addition, significant interactions of shoe by mat, shoe by dry/wet, and mat by dry/wet were observed. Overall, Fc was 36% higher for the new wrestling mat compared to the old wrestling mat. Application of the saline solution reduced Fc by 14% compared to the dry condition. Comparison of the mean Fc for all three shoe types revealed the Fc for the older design shoe was 23% to 28% lower than the brand new shoe and the worn newer design, respectively. A high Fc, such as in the new mat/new shoe combination, has the potential to increase the risk of knee and ankle injuries by fixing the foot more securely to the ground.     

Deciding to provide a 'reader' in examinations for the General Certificate of Secondary Education (GCSE): questions about validity and 'inclusion'

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) was designed as an 'inclusive' qualification, access to which has been supported by providing a 'reader' to some candidates during examinations. A candidate reading age criterion of ten years has been employed by the GCSE awarding bodies to determine eligibility for this provision. In this paper, Kevin Woods, a member of the Educational Support and Inclusion Research and Teaching Group in the Faculty of Education at the University of Manchester, examines the rationale and evidence for adopting this criterion and describes an investigation of the reading needs of a cross-sectional sample of 38 GCSE examination candidates in trial examinations. The investigation found a low level of candidate need for a reader, with candidate reading age and self-prediction being unreliable indicators of this need. Kevin Woods highlights the implications for the assessment process used to determine eligibility for a reader in GCSE examinations and pays particular attention to the feasibility and validity of including all students as eligible.     

Student attitudes toward science-technology-society resulting from visitation to a science-technology museum

Are student attitudes toward science-technology-society (TSS) affected by visitation to science-technology museums? The purpose of this study was to determine whether such visitations affected student STS attitudes, and in what ways particular factors of the visitation impacted these attitudes. Factors examined included prior classroom experience with STS, instructional methodology employed by teachers, grade level, socioeconomic status, school type (public or private), and gender. The subjects involved in the study were 194 Kansas students in grades 6-8, and their 13 classroom teachers. Data were collected via a pretest-posttest control group design by using study-specific questionnaires and the Moore-Sutman Scientific Attitudes Inventory. Results indicated that significant differences in attitudes were present between visiting and nonvisiting students and between grade levels. No significant differences were found between other factors. One possible conclusion is that sound pedagogy should be used prior to and during museum visitations as well as in the classroom.