Comparison of split double and triple twists in pair figure skating

In this study, we compared the kinematic variables of the split triple twist with those of the split double twist to help coaches and scientists understand these landmark pair skating skills. High-speed video was taken during the pair short and free programmes at the 2002 Salt Lake City Winter Olympics and the 2003 International Skating Union Grand Prix Finals. Three-dimensional analyses of 14 split double twists and 15 split triple twists from eleven pairs were completed. In spite of considerable variability in the performance variables among the pairs, the main difference between the split double twists and split triple twists was an increase in rotational rate. While eight of the eleven pairs relied primarily on an increased rotational rate to complete the split triple twist, three pairs employed a combined strategy of increased rotational rate and increased flight time due predominantly to delayed or lower catches. These results were similar to observations of jumps in singles skating for which the extra rotation is typically due to an increase in rotational velocity; increases in flight time come primarily from delayed landings as opposed to additional height during flight. Combining an increase in flight time and rotational rate may be a good strategy for completing the split triple twist in pair skating.     

“Let's Get Physical”: Advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy

Three‐dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer‐based 3D models. Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the textbook and 3D computer model groups (P = 0.685). Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning. Anat Sci Educ 6: 216–224. © 2013 American Association of Anatomists.     

SFX Statistical Reports: A Primer for Collection Assessment Librarians

SFX, an OpenURL link resolver, was implemented at the University of Illinois at Urbana-Champaign Library in late 2005. Data from the SFX statistical reporting package are providing yet another look at how library users navigate and utilize electronic resources. However, unlike other statistical reports, such as electronic use statistics provided by vendors, SFX data cover both successful and unsuccessful links, meaning that libraries can identify items patrons wanted, but which were not (for some reason) available. And while SFX cannot totally replicate use data from publishers (since it cannot track bookmarked links resulting from use outside the library's links), it can provide statistical use data in place of publishers who simply do not offer this service, which often includes smaller or more specialized publishers. SFX data also cover multiple databases and vendors, combining use and nonuse data in one statistical package. This paper provides an overview of the 20 established statistical reports available through the SFX statistics module. Suggestions are offered for how the data from these reports can be used to answer questions about how academic journal collections and their indexes are being used and what users need but are not finding.     

Exploration of the Relative Contributions of Domain Knowledge and Search Expertise for Conducting Internet Searches

The relative contributions of expertise in search skills and domain knowledge were examined when using the Internet to find information. Four conditions were compared: expert searchers/high domain knowledge; expert searchers/low domain knowledge; novice searchers/high domain knowledge; and novice searchers/low domain knowledge. Search outcomes and verbal protocols were analyzed. The combination of search expertise and high domain knowledge yielded the most efficient searches. Higher search expertise yielded access to sites rated more accurate and credible. High domain knowledge yielded sites rated more thorough. Verbal protocols depicted searching as a complex decision process. Findings have implications for instructional support.     

Straight from the Horse's Mouth: New and Not-So-New Serialists Share Experience

Presenters Susan Davis of the University at Buffalo, State University of New York, and Sarah E. Morris of Reed Smith, LLP, led an informal discussion of past and future trends in serials librarianship. By comparing their perspectives as new and mid-career librarians, they illuminated various topics related to work with serials and electronic resources, including the skill sets required for e-resource management, users' demands for online access, and generational attitudes within the profession.     

Parents’ goals for and perceptions of alphabet books

This study examined parents’ goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read, Enjoyment and Bonding, Learning from Books, and Soothing the Child. Maternal education, number of ABC books owned, and ABC book reading frequency were related to parents’ goals. When viewing ABC pages, parents rated pages with little text, simple illustrations, and letter sound-word consistency as more appropriate for fulfilling purposes related to learning to decode than pages with a lot of text, complex illustrations, and letter sound-word violations. These perceptions are congruent with previous research and experts’ advice. However, parents rated pages with more complex illustrations as more appropriate for enjoyment, potentially putting books with complex illustrations at cross purposes with the previous goals.     

Enclothed cognition: putting lab coats to the test

ABSTRACT

Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science.     

Is There a Relationship between Brain Type,Sex and Motivation to Learn Science?

Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non‐science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non‐science students of upper secondary level. The data show that there is in fact no correlation between sex and motivation to learn science in this group, but that there is a highly significant positive correlation between the students’ so‐called brain type and their motivation to learn science. At the same time, male students show a more systemizing brain type whilst female students have a more empathizing one. Therefore, the brain type seems in fact to be a basic variable of motivation to learn science, as previous research suggests. Our intention was to explore if involving the science motivation questionnaire (SMQ) could be a strategy to confirm and extend this hypothesis, which seems to be the case. We consider this study as a pilot in preparation for a larger and more systematically sampled project.     

Responding to Concerns About Online Radicalization in U.K. Schools Through a Radicalization Critical Digital Literacy Approach

This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is usually paid to technical solutions than to pedagogic ones. In this article, a critical digital literacy approach is proposed to allow students to explore and discuss the types of controversial issues they may encounter outside school within a supportive environment. Such an approach can allow schools to meet their responsibility to help young people to develop appropriate skills to engage with the Internet as it actually is, not as we might like it to be.