New regulatory institution for the convergence of broadcasting and telecommunications: A Korean case

This paper addresses a new case for the convergent regulatory institution for broadcasting and telecommunications in Korea. This paper emphasizes that, when considering a convergent regulatory body, Korea's main principle to establish is a reflection of the paradigm shift of convergence and IT industry. The proposal of the Korean Communications Commission addresses that as a prior factor. This paper deals with three characteristics in establishing the KCC: accommodating policy making and regulation together within a single institution; choosing a commission model as a new organizational type, which inherits a broadcasting legacy to ensure diversity and independence; combining content and network sector together. This paper attempts to show that the Korean model gives a power to the convergent regulatory institution to make the country remain one of the leading countries in information and communication sector as well as implement convergence of broadcasting and telecommunications successfully.     

A critical review of valuation studies to identify frameworks in library services

A selective review of valuation studies evaluated various characteristics, including methods, subjects, and reporting media, in order to identify theoretical frameworks to aid in understanding trends in library services. Two distinct frameworks were identified: the marketing framework with revealed preference method, and the evaluation framework with contingent valuation method. The marketing framework studies aim to promote communication between libraries and their stakeholders to affect the future state of a library, whereas the evaluation framework studies aim to describe the current state of a library and predict its future state. This two-framework approach supports further theoretical and practical exploration of library valuation and library services.     

Submaximal and Peak Cardiorespiratory Response After Moderate-High Intensity Exercise Training in Subacute Stroke

Purpose

Reduced cardiovascular fitness post-stroke may negatively impact recovery. There is little information regarding exercise testing performance and cardiorespiratory response to an aerobic exercise intervention in subacute stroke. The purpose of this study was to examine cardiorespiratory response in subacute stroke after an 8-week aerobic exercise intervention using a total body recumbent stepper (TBRS).

Methods

Nine individuals with mean age 61.2 (SD 4.7) years and mean 66.7 (SD 41.5) days post-stroke completed the exercise intervention. Participants had a mean Fugl-Meyer score of 100.3 (SD 29.3). Outcome measures were obtained at baseline and postintervention. A peak exercise test using a TBRS assessed oxygen consumption, heart rate, and minute ventilation. Participants completed an 8-week exercise intervention on a recumbent stepper 3 times per week at a prescribed heart rate intensity.

Results

Submaximal VO₂ was significantly lower from baseline to postintervention with a main effect of Study Visit (F_1,8 = 8.5, p = 0.02). Heart rate was not significantly different pre- to postintervention. Minute ventilation exhibited no main effect of Study Visit or Test Minute.

Conclusion

Moderate-high intensity aerobic exercise in subacute stroke appears to be beneficial for improving cardiovascular outcomes during submaximal performance of an exercise test.Key Words: oxygen uptake, cerebrovascular accident, cardiovascular fitness, submaximal exercise     

Foot and ankle joint movements of dancers and non-dancers: a comparative study

Ballerinas use their ankle joints more extremely and sustain injuries on the ankle joint more frequently than non-dancers. Therefore, the ankle movement of dancers is important and should be studied to prevent injuries. Measuring ankle joint range of motion (ROM) using radiographs could demonstrate the contribution to motion of each joint. The aim of this study was to analyse and compare ankle joint movements and the ratio of each joint’s contribution during movement between dancers and non-dancers, using radiographic images. Dancers have lower dorsiflexion (26.7 ± 6.2°), higher plantarflexion (74.3 ± 7.1°) and higher total (101.1 ± 10.8°) ROMs than non-dancers (33.9 ± 7.0°, 57.2 ± 6.8° and 91.1 ± 9.3°, respectively) (p < 0.05). Although the ROMs were different between the two groups, the ratios of each joint movement were similar between these two groups, in all movements. Regarding total movement, the movement ratio of the talocrural joint was almost 70% and other joints accounted for almost 30% of the movement role in both dancers and non-dancers. Therefore, the differences in ROM between dancers and non-dancers were not a result of a specific joint movement but of all the relevant joints’ collaborative movement.     

The role of affective and motivational factors in designing personalized learning environments

In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students?? affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing interactions between VCAs and individual students. The strategies that VCAs convey throughout the interactions are constructed to support emotion regulation and motivation based on theories and prior research on emotions and motivation. The availability and customizability of VCAs enable the strategies to be implemented in real-time and customized for individual students. Implications of the design guidelines for personalized, online learning contexts are discussed and future research directions are recommended as well.     

The relations among L1 (Spanish) literacy skills,L2 (English) language,L2 text reading fluency,and L2 reading comprehension for Spanish-speaking ELL first grade students

We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.     

Make the Stillborn Baby and the Loss Real for the Siblings: Parents’ Advice on How the Siblings of a Stillborn Baby Can Be Supported

This study aimed to investigate parents’ advice to other parents on the basis of their own experiences of siblings’ taking leave of a stillborn sister or brother. The study was a Web questionnaire study of 411 parents. The thematic content analysis resulted in two categories: “Make the stillborn baby and the loss real for the siblings” and “Take the siblings’ resources and prerequisites into account.” Parents’ advised that siblings should see and hold the stillborn baby and, thus, be invited and included into the leave-taking process with respect to the siblings’ feelings, resources, and prerequisites. Based on these findings, professional caregivers can usefully be proactive in their approach to facilitate and encourage the involvement of siblings.     

Between Mission and Market Position: Empirical findings on mission statements of German Higher Education Institutions

Tertiary Education and Management - Higher education institutions on their way to quasi-markets have to identify their distinct characteristics and nowadays, most of the German universities have...     

Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht

Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence.     

The Impact of CMS Quality on the Outcomes of E‐learning Systems in Higher Education: An Empirical Study

Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment.