Pre-movement and during-movement visual search behaviours vary depending on expertise and anxiety levels in ten-pin bowling

This study investigated the pre-movement and during-movement visual search behaviour (VSB) and quiet eye (QE) of 11 elite versus 10 sub-elite ten-pin bowlers, performing under high-anxiety and low-anxiety conditions. Pre-movement and independent of expertise, bowlers had more fixations and directed them to more locations when performing under high-anxiety compared with low-anxiety. Elite bowlers fixated at more locations closer to the pins in pre-movement than during-movement, with pre-movement QE occurring mostly at the breakpoint and middle arrows. During movement however, bowlers fixated closer to the foul-line at the middle and right dots and arrows, with during-movement-QE occurring at the middle dots and right arrows. Elite bowlers recorded longer QE durations during-movement rather than pre-movement, albeit a later onset during the longish five-step approach prior to ball release compared with sub-elite bowlers. Our results suggest that QE during-movement instead of pre-movement could be more pertinent in differentiating expertise during sporting tasks with a long movement phase and far-aiming target. The relevance of pre-movement or movement-QE in characterising expertise and performance could therefore be sport-dependent. This should be considered when investigating skilled action and developing training programs for skill acquisition.     

Using cloud computing services in e-learning process: Benefits and challenges

During the recent years, Information and Communication Technologies (ICT) play a significant role in the field of education and e-learning has become a very popular trend of the education technology. However, with the huge growth of the number of users, data and educational resources generated, e-learning systems have become more and more expansive in terms of hardware and software resources, and many educational institutions cannot afford such ICT investments. Due to its tremendous advantages, cloud computing technology rises swiftly as a natural platform to provide support to e-learning systems. This paper focuses on the research on the application of cloud computing in e-learning. The aim of this paper is to give an overview of the current state and the impact of the use of cloud computing for e-learning. Thus, at first the paper introduces concepts of e-learning and cloud computing infrastructure with their key characteristics. The paper analyzes also challenges facing e-learning systems deployment. In follow the paper considers cloud-based e-learning solutions by focusing on the raisons of the convenience of cloud computing for e-learning. Therefore cloud computing benefits are introduced as a solution for these challenges. Finally, the paper presents some solutions of cloud computing in e-learning and describes the most common architecture adopted. Issues in implementing cloud-based e-learning systems and some potential ways to overcome them are also discussed.     

Trends of progression of student level of reasoning and generalization in numerical and figural reasoning approaches in pattern generalization

This study explored progression of students’ level of reasoning and generalization in numerical and figural reasoning approaches across grades and in different pattern generalization types. An instrument that included four figural patterns was administered to a sample of 1232 students from grades 4 to 11 from five private schools. The findings suggest that there was progressive development in the level of reasoning and generalization in each reasoning approach across clusters of grades. The level of reasoning and generalization in figural approach was higher than that for numerical approach in each grade. In addition, the level of reasoning and generalization for each approach and in each grade was not limited to one level but to several levels. The type of generalization influenced the progression of students’ level of reasoning and generalization in each approach.     

The Self-Model of Humanistic Supervision

The Self-Model of Humanistic Supervision (SMHS) entails the integration of humanist and postmodern epistemology and ontology into a model of clinical supervision. The SMHS offers five core-selves, five enactors of self, and the cyclical process of enactment as a working framework for supervisors and counselor educators. This model provides supervisors with a culturally responsive, holistic, co-constructed, and relational way to assist supervisees in personal and professional growth.     

Knowledge heterogeneity and social network analysis – Towards conceptual and measurement clarifications

This literature review highlights some Social Network Analysis (SNA) concepts applicable to the study of organizational knowledge and, more particularly, to knowledge heterogeneity. Knowledge being all at the same time decentralized and distributed, knowing up to what point knowledge can be heterogeneous or homogeneous across organizational units becomes as important as the question of knowing how to structure the organization. SNA applied to knowledge management thus seems a stimulant for future research in the fields of management.     

Relationship of College Students' Current Attachment to Appraisals of Parental Conflict

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.     

Children's Museum Experiences: Identifying Powerful Mediators of Learning

This article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four‐ to seven‐year old children. At the conclusion of a ten‐week, multi‐visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum‐based exhibits and programmatic experiences embedded in the common and familiar socio‐cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature.     

Louis IX in Medieval Arabic Sources: The Saint,the King,and the Sicilian Connection

This article examines the portrayal of Louis IX in medieval Arabic historiography to show the importance of cross-cultural Mediterranean interaction. It argues that the image of Louis was influenced by information originating from the Sicilian Hohenstaufen court and reports that Frederick II sent to Egypt. Arab historians connected to the courts of Frederick and Manfred disseminated a “Sicilian narrative” that shaped Louis's portrayal in Arabic historiography. This argument on the importance of cross-cultural transfer in understanding Arabic historiography is buttressed by reports about the King, the Pope, and the Emperor that are traced back to the entourage of prominent Muslims closely linked to Sicily. Moreover, it is argued that Arab authors were aware of Louis's proto-sanctity and pious reputation. This led to the infusion of medieval Arabic historiography with Western ideas about sacrosanctity. Finally, this research assesses how the portrayal of King Louis during his captivity was used in internal Muslim rivalries.     

Getting Out of their Comfort Zone: Examining Teacher Candidates' Reactions to Service-Learning Abroad

This study presents data gathered from a service-learning trip to Costa Rica designed for teacher candidates. Data include participant responses to writing prompts, field notes, and follow-up questionnaires. Results show that participants' experience with the language barrier raised their empathy toward English learners. However, participants expressed dissonance regarding student behavioral norms.