Chinese High-School Students in Physics Classroom as Active, Self-Regulated Learners: Cognitive, Motivational and Environmental Aspects

The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described. This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics. The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering self-regulated learning in physics instruction are discussed.     

Patterns of core and generic skill provision in higher education

The study reported here is seeking to gain enhanced understandings of the acquisition and development of core and generic skills in higher education and employment against a backcloth of continued pressure for their effective delivery from employers, government departments, and those responsible for the management and funding of higher education. This pressure appears to have had little impact so far, in part because of tutors' scepticism of the message, the messenger and its vocabulary, and in part because the skills demanded lack clarity, consistency and a recognisable theoretical base. Any empirical attempt to acquire enhanced understandings of practice thus requires the conceptualisation and development of models of generic skills and of course provision. These models are presented together with evidence of their validity, including exemplars of the patterns of course provision identified.     

Approaches to the Writing of Cases: experiences with preservice Master of Teaching students

During the final phase of their first year, preservice students in the Master of Teaching programme at the University of Sydney are required to write their own case stories from experience. This process serves to help them make individual and collective sense of what has occurred in the course of their initial six week practicum, which was preceded by 20 weeks of intensive coursework based on several forms of case methodology. Through a carefully constructed writing workshop, the university teacher writes along with the seminar group members, thereby facilitating sharing, discussion and the conferencing of individual cases as they unfold. The collegial environment of a ‘community of writers’ established in this way operates as a support for neophyte teachers. In the short term, it provides a forum for articulating teaching dilemmas and reflecting upon their actions and decision taking. Longer term, it serves to enhance the potential for growth as these intending teachers begin to think constructively about their work in schools.     

Cricket fast bowling detection in a training setting using an inertial measurement unit and machine learning

Fast bowlers are at a high risk of overuse injuries. There are specific bowling frequency ranges known to have negative or protective effects on fast bowlers. Inertial measurement units (IMUs) can classify movements in sports, however, some commercial products can be too expensive for the amateur athlete. As a large number of the world's population has access to an IMU (e.g. smartphones), a system that works on a range of different IMUs may increase the accessibility of automated workload monitoring in sport. Seventeen elite fast bowlers in a training setting were used to train and/or validate five machine learning models by bowling and performing fielding drills. The accuracy of machine learning models trained using data from all three bowling phases (pre-delivery, delivery and post-delivery) were compared to those trained using only the delivery phase at a sampling rate of 250 Hz. Next, models were trained using data down-sampled to 125 Hz, 50 Hz, and 25 Hz to mimic results from lower specification sensors. Models trained using only the delivery phase showed similar accuracy (> 95%) to those trained using all three bowling phases. When delivery-phase data were down-sampled, the accuracy was maintained across all models and sampling frequencies (>96%).     

莫高窟第85窟壁画地仗酥碱模拟试验

本文以莫高窟第85窟壁画颜料、地仗以及地仗中可溶盐分析结果为依据,制作了含盐量分别为1%、6%、13%的模拟壁画试块,并将其放置于模拟空气湿度变化的实验装置中,观察试块在高低湿度循环时产生的变化.实验表明,试块中含盐量为1%时,相对湿度的变化不会造成酥碱.而含盐量为6%和13%的试块,经过一个高低湿度循环后,就开始产生酥碱的现象,且含盐量13%的较6%的试块发生酥碱的速度快.经过30多个循环后,6%和13%含盐量的试块其酥碱严重程度趋于相同.该模拟试验得到了与莫高窟85窟内相似的酥碱现象.     

The Role of Fitness Professionals in Public Health: A Review of the Literature

Kinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches. The professional development needs and practices of “fitness professionals,” however, have not been a major concern for researchers in the field. The purpose of this article is to provide an overview of the evidence on fitness professionals, their role in physical activity for health agendas, and the professional education and training that is available to support them. The analysis indicates that there is a mismatch between the expectations placed upon fitness professionals and the training and professional education that is available to them. It is argued that pedagogy researchers in kinesiology could usefully turn their attentions to this occupational group.     

The impact of values education on school ambience and academic diligence

The article will focus on demonstrating the effects of values education on enhancing students’ academic diligence through the more positive ambience it creates in the school. Evidence will be drawn from international studies but principally from the Australian Government's Values Education Program and, especially from the Values Education Good Practice Schools Project Reports (2006, 2008) and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience (2009).