Validity of a Tympanic Thermometer and Thermal Imaging Camera for Measuring Core and Skin Temperature during Exercise in the Heat

ABSTRACT

This study compared criterion to minimally invasive, practical measures of core (T_c) and skin (T_sk) temperature during 30 min of moderate-intensity cycle exercise in a heat chamber (35°C, 60% rH). T_c was monitored using a core temperature pill (T_c(Pill)) and tympanic thermometer (T_c(Tymp)) during rest, exercise, and recovery in 15 participants. T_sk was monitored using hard-wired skin thermistors attached to a data logger (T_sk(T)) and a thermal imaging camera (T_sk(IR)) in 11 participants. T_c measurement resulted in no significant difference (p > 0.05), a mean bias of 0.1°C, coefficient of variation (CV%) of 1.0%, and correlation of r = 0.74 between devices. T_sk measurement resulted in a significant difference (p = 0.01), a mean bias of 0.6°C, CV% of 2.3%, and correlation of r = 0.61 between devices. T_c(Tymp) demonstrated acceptable agreement with T_c(Pill); however, caution is advised when using T_sk(IR) to give accurate measures of T_sk during exercise.     

Ecofeminism and the Science Classroom: A Practical Approach

This paper examines a practical application of ecofeminism for classroom educators, particularly, science educators. Ecofeminism is often, but not exclusively, linked to projects aimed at assisting men, women and children in developing areas to organize and define development projects for their community. Mainstream applications of ecofeminism for science educators are frequently omitted from science education literature. This article gives the reader a basic understanding of ecofeminist theory as it applies to science education. Direct examples from classroom practices suggest five key points in the application of ecofeminism for classroom use.     

The implications of the differences between design research and instructional systems design for educational technology researchers and practitioners

Design research (DR) has been an emerging research paradigm in the field of educational technology as well as in education generally for two decades. Educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching. Given its still relative novelty, design research requires further discussion regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major activities carried out by educational technologists. Both ISD and design research deal with the enactment of design to improve educational practice. This paper describes the differences and similarities between these two activities and addresses the implications of these differences and similarities for educational technology researchers and practitioners.     

Using problem-based learning to increase computer self-efficacy in Taiwanese students

In Taiwan, teaching focuses around lecturing, with students having little opportunity to interact with each other. Problem-based learning (PBL) is a means of instruction where students learn the subject by being active participants in the pedagogical process, with the emphasis on problem-solving. In this study, the authors investigated whether PBL would enhance self-efficacy better than common lecturing with children who had little access to technology outside of school. Two sixth-grade computer classes, both with 32 students in each and both located in the mountainous regions of eastern Taiwan, served as participants. A quasi-experimental, non-equivalent control group design was used with one class utilizing PBL principles, while the other used traditional lecturing. A pre-/posttest was administered, using the General Self-Efficacy Scale with data analysis employing the Mann–Whitney test and Pearson Goodness-of-Fit. The results indicated that PBL is superior to lecturing, with respect to an increase in computer self-efficacy.     

Valuing the Advanced Learner: Differentiating Up

In today's educational climate, differentiated instruction is a common practice for students who need remediation; what is less common is to Differentiate Instruction for the advanced learner. Contrary to popular perceptions, advanced learners do not automatically differentiate instruction on their own. Students who have the potential to excel within the curriculum are sometimes ignored due to a variety of classroom challenges. Asking students about their interests and questioning their perceptions are places to begin differentiating for advanced learners. All children, including advanced learners, should have the opportunity to be challenged and to excel in their classroom curriculum.     

Moral rights protection for the visual arts

Beginning in 1979, certain states extended extra copyright protection, known as “moral rights” protection, to visual artists. Moral rights protection, which was incorporated into U.S. copyright law in 1990, ensures that works cannot be altered in a manner that would negatively impact the reputation of the artist. Using difference-in-differences regression strategies, we compare artists and non-artists in states with moral rights laws to those in states without these laws, before and after the laws are enacted. This enables us to test the impact of the laws on the behavior of artists, consumers, and policy makers. Our analysis reveals that the average artist’s income falls by around $4000 per year as a result of moral rights legislation, but we find no impact of the laws on artists’ choices of residence or on state-level public spending on the arts.     

Social Inclusion of Children with Persistent Challenging Behaviors

Early Childhood Education Journal - Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional...     

Using Open-Source Videos to Flip a First-Year College Physics Class

Journal of Science Education and Technology - Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from...     

The adaptation of complaints to participation frameworks

Among the strategic uses of various communication media is the practice of addressing and sending messages to multiple participants. The present study was a test of the hypothesis that the participation framework within which a message is sent and the sender's level of message design logic interact to affect message content. Participants sent complaints via email either to a target or to a target and a third‐party peer. Complaints were segmented into thought‐units, with each thought‐unit subsequently categorized according to its junction. The results showed that the two factors interacted to affect complaining, such that persons with conventional and rhetorical design logics often adapted messages to the target‐peer condition, whereas persons with expressive design logics generally did not. Discussion focuses on the implications for research on participation, complaining, and message design logics, as well as for the study of mediated communication.     

Development of the research lifecycle model for library services

Question:

Can the niche services of individual librarians across multiple libraries be developed into a suite of standard services available to all scientists that support the entire research lifecycle?

Setting:

Services at a large, research-intensive state university campus are described.

Method:

Initial data were collected via concept mapping by librarians. Additional data were collected at conferences and meetings through interactive poster presentations.

Main Results:

Services of interest to scientists for each of the stages in the research lifecycle were developed by the team to reflect the wide range of strengths of team members in aggregate.

Conclusion:

Input from researchers was the most effective tool for developing the model. A flexible research lifecycle model can be developed to match the needs of different service groups and the skills of different librarians.