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81.
Katrina A. Meyer 《Innovative Higher Education》2010,35(3):143-160
Given the explosive growth of online communications, new forms of discourse are an intriguing topic of study. This research
focused on ten online discussions hosted by The Chronicle of Higher Education, using content and discourse analysis of the postings to answer several questions. What is the “conversational scaffolding”
used by posters in higher education-related online discussions? Are academic online discussions more like speech or writing?
Additional questions dealt with how posters identify themselves, who their audience is, what motivates them, how accurate
and political they are, and what the experience of reading these online discussions is like. Based on the analyses, these
posters were more likely to write correctly although with diary-like personal insights. Through the analysis I also identified
both positive and negative aspects of the online discussion experience. 相似文献
82.
Comparison of anthropometry to dual energy X-ray absorptiometry: a new prediction equation for women
The purpose of this study was to assess the accuracy of three recommended anthropometric equations for women and then develop an updated prediction equation using dual energy x-ray absorptiometry (DXA). The percentage of body fat (%BF) by anthropometry was significantly correlated (r = .896-.929; p < .01) with DXA, but each equation underestimated %BF (3.2-5.6 %BF; p < .01). The following DXA criterion (DC) equation was created: %BF= -6.40665 + 0.41946(S3SF) - 0.00126(S3SF)2 + 0.12515(hip) + 0.06473 (age); (S3SF = sum of triceps, suprailiac, thigh; hip = circumference in cm; age = years). The predicted residual sum of squares (PRESS) R2 was high (0.86), and the PRESS standard error of estimate (SEE) was low (2.5 %BF) for our sample of 150 women. The DC equation was further crosschecked on a separate sample of women (n = 25) and again showed excellent agreement. The DC equation appears to be a more accurate estimation of %BF in women. 相似文献
83.
84.
Eiman M. Abdel Meguid Claire F. Smith Amanda J. Meyer 《Anatomical sciences education》2020,13(3):343-352
Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18–10.8, P < 0.001) and (β = 6.25, CI: 3.40–9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19–6.86, P = 0.006) and (β = 5.38, CI: 2.32–8.44, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18–7.25, P = 0.04) and (β = 3.07, CI: 0.03–6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance. 相似文献
85.
Reading and Writing - The original publication of the article contained an error. 相似文献
86.
Margaret A. McNulty Rebecca L. Wisner Amanda J. Meyer 《Anatomical sciences education》2021,14(6):847-852
The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom. 相似文献
87.
Joerg M. Meyer 《Teaching Statistics》2017,39(3):71-74
Stochastic independence is not an easy notion. Because it is part of the probability structure, it can have some surprising non‐properties, which is beneficial for teachers and students to see illustrated. Neither is the relationship to causal independence an easy one. 相似文献
88.
Universities are challenged to maintain a work environment where academic staff fulfil traditional academic duties while responding to a diverse student population, a competitive research environment, and an escalation of administrative tasks within an accountability‐based climate. This paper analyses the development and implementation of a workloads policy at a New Zealand university through a joint university management and staff union initiative. The workloads policy was built on the principles of equity, transparency, reasonableness, safety and acceptability to staff. The integrity and effectiveness of adoption is evaluated through analyses of work requirements, workloads models and the findings from case studies of implementation by six diverse units from across the university. Based on our evaluation, we highlight aspects of the policy and procedures that have promise and suggest modifications where particular processes and outcomes fell short of stated goals for institutional change. 相似文献
89.
90.
As phoneme awareness deficits and resulting decoding weaknesses are increasingly addressed, there is heightened awareness of the role of fluency in reading. This paper reviews the history of fluency training, discusses the theoretical bases of such training, and summarizes the current knowledge about the efficacy of training procedures. We focus on Repeated Reading (RR), the most familiar and researched approach to fluency training. Outcome data on Repeated Reading, presented in the form of questions, is meant to answer practitioners’ questions about implementation and efficacy and to provide a starting point for researchers interested in the topic. Although some answers are straightforward, others indicate the subtleties involved in answering the broad question, “Does Repeated Reading work?” In addition to a list of practical suggestions based on Repeated Readings findings, three new approaches to fluency training are introduced. 相似文献