Cyberorganizing Everyday Heritage in and around Public Libraries: An Exploratory Study in Illinois

Trends from both within and without public librarianship create new opportunities for libraries to serve the public’s interest in heritage information. Based on a workshop series in Illinois, this article presents exploratory findings on existing public library heritage services and how cyberorganizing can enhance these services. Public libraries offer heterogeneous heritage services in local contexts composed of multiple actors and institutions. Improving this service area involves organizing within libraries, across local institutions, and among individuals with diverse interests. Part of this organizational work involves digital technologies, but people are the core element in organizing everyday heritage services.     

Learning probability in the Kingdom of Tonga: the influence of language and culture

Educational Studies in Mathematics - Problems teaching probability in Tonga (in the South Pacific) led to the question on how language and culture affect the understanding of probability and...     

Pedagogical practices in non-formal adult literacy classes in Zambia

International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating...     

赛博变革:在我们相互连接的世界里学习——AECT 2010年会评述与思考

四位作者作为AECT2010年会的参与者与组织者,首先对本届年会的主题内容,包括大会的主题报告、分会的研讨交流以及主席论坛的演讲等,做了全面而细致地回顾;然后在深入剖析会议主旨的基础上,根据其亲身经历与体会,论述了对本届年会的感悟与启示,其中包括对教育技术未来发展的展望以及对中国大陆教育技术领域所带来的参考与借鉴意义。     

Is outcome related to movement variability in golf?

The aim of this study was to develop a method to quantify movement variability in the backswing and downswing phase of the golf swing and statistically assess whether there was any relationship between movement variability and outcome variability. Sixteen highly skilled golfers each performed 10 swings wearing retro-reflective markers which were tracked by a three-dimensional (3D) motion analysis system operating at 400 Hz. Ball launch conditions were captured using a launch monitor. Performance variability was calculated for each body marker based on a scalene ellipsoid volume concept which produced a score representative of the 3D variability over the 10 trials. Outcome variability was quantified as the coefficient of variation of ball velocity for the 10 trials. The statistical analysis revealed no significant correlations between performance variability for each marker trajectory and outcome variability. Performance variability in the backswing or downswing was not related to ball velocity variability. It was postulated that individual players used their own strategies in order to control their performance variability, such that it had no effect on outcome variability.     

Statistical extremes and peak factors in wind-induced vibration of tall buildings

In the structural design of tall buildings, peak factors have been widely used to predict mean extreme responses of tall buildings under wind excitations. Vanmarcke’s peak factor is directly related to an explicit measure of structural reliability against a Gaussian response process. We review the use of this factor for time-variant reliability design by comparing it to the conventional Davenport’s peak factor. Based on the asymptotic theory of statistical extremes, a new closed-form peak factor, the so-called Gamma peak factor, can be obtained for a non-Gaussian resultant response characterized by a Rayleigh distribution process. Using the Gamma peak factor, a combined peak factor method was developed for predicting the expected maximum resultant responses of a building undergoing lateral-torsional vibration. The effects of the standard deviation ratio of two sway components and the inter-component correlation on the evaluation of peak resultant response were also investigated. Utilizing wind tunnel data derived from synchronous multi-pressure measurements, we carried out a wind-induced time history response analysis of the Commonwealth Advisory Aeronautical Research Council (CAARC) standard tall building to validate the applicability of the Gamma peak factor to the prediction of the peak resultant acceleration. Results from the building example indicated that the use of the Gamma peak factor enables accurate predictions to be made of the mean extreme resultant acceleration responses for dynamic serviceability performance design of modern tall buildings.     

Mapping experiences of pathological demand avoidance in Ireland

Pathological demand avoidance (PDA) is contended to be a distinct presentation within autism characterised by extreme levels of anxiety in response to the demands of everyday life, manifested in excessive levels of demand avoidance. This results in complex interactions with service providers in education and health settings, impacting on outcomes for individuals and their families. This national study sought to gather the viewpoints of individuals who experience PDA, families, and practitioners, with the intention of determining levels of knowledge, recognition and understanding of PDA; exploring current pathways to assessment and diagnosis; capturing experiences of access to education and healthcare services; identifying effective intervention and support strategies; and illuminating education and health outcomes for individuals and families. This mixed-method study collates survey responses from N = 264 parents, N = 9 life partners, N = 6 individuals experiencing PDA and N = 54 practitioners, and in-depth individual and focus group interviews from these cohorts. Findings suggest that a flexible, informed and individualised approach to assessment and service provision for individuals presenting with a PDA profile is essential. Practitioners universally referred to the necessity for a streamlined, integrated and multi-disciplinary approach. The reported disconnect between education and health systems indicates a need for access to services on an equitable basis.     

Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists

Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle^?) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students. We found that grade discrepancies between students and the instructor were fairly common (60% of assignments), relatively low in value (mean = 3.3 ± 2.5% on assignments that had discrepancies) and proportionally higher for criteria related to interpretation of statistical results and code quality and organisation than for criteria related to the successful completion of analysis or instructional tasks (e.g. fitting particular statistical methods, de-identification of one’s submission). Students reported that the peer assessment process increased their exposure to alternative ways of approaching statistical and computational problem-solving, but there were concerns raised about the fairness of the process and the effectiveness of the group component. We conclude with some recommendations for implementing peer assessment to maximise student learning and satisfaction.