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121.
Ariel R. Hart Rebecca Dillard Molly M. Perkins Camille P. Vaughan Kathy Kinlaw J. Lucas McKay 《Educational gerontology》2017,43(9):440-450
The DREAMS Team research advocacy training program helps clinical faculty and health students introduce basic clinical research concepts to diverse older adults to galvanize their active involvement in the research process. Older adults are frequently underrepresented in clinical research, due to barriers to participation including distrust, historical mistreatment, and their lack of health literacy. The DREAMS Team program aims to involve diverse older adults throughout all phases of research and increase research participation, thereby contributing to the growth of quality patient-centered, evidence-based health care. This course was developed for clinical faculty to deliver to diverse adults aged 55+ in eight 50-minute lectures, followed by half-hour small group discussions moderated by health students. A pilot cohort of 24 individuals was assessed for satisfaction post-program, and self-efficacy before and after the program. Older adult participants improved on a survey measure of self-efficacy, and indicated satisfaction on a post-program questionnaire. All agreed or strongly agreed that they enjoyed participating, and that classes enhanced knowledge/skills about the topics, were high quality, and provided useful information. Twenty-two out of 24 individuals who completed the program indicated they planned to get involved as research advocates. The DREAMS Team program can be offered either on its own, or as a follow-up program to a general health education course led by health students and/or professional researchers or clinicians. Educating older adults about the research process and advocacy through interactive seminars led by congenial and respectful researchers and health students may remove some barriers to research participation and involvement among diverse older adults. 相似文献
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Marquell Johnson Kristin Meltz Kayla Hart Molly Schmudlach Lauren Clarkson Kate Borman 《Journal of sports sciences》2015,33(8):769-776
This study examined the validity of the Actical accelerometer step count and energy expenditure (EE) functions in healthy young adults. Forty-three participants participated in study 1. Actical step counts were compared to actual steps taken during a 200 m walk around an indoor track at self-selected pace and during treadmill walking at different speeds (0.894, 1.56 and 2.01 m · s–1) for 5 min. The Actical was also compared to three pedometers. For study 2, 15 participants from study 1 walked on a treadmill at their predetermined self-selected pace for 15 min. Actical EE was compared to EE measured by indirect calorimetry. One-way analysis of variance and t-tests were used to examine differences. There were no statistical difference between Actical steps and actual steps in self-selected pace walking and during treadmill walking at moderate and fast speeds. During treadmill walking at slow speed, the Actical step counts significantly under predicted actual steps taken. For study 2, there was no statistical difference between measured EE and Actical-recorded EE. The Actical provides valid estimates of step counts at self-selected pace and walking at constant speeds of 1.56 and 2.01 m · s–1. The Actical underestimates EE of walking at constants speeds ≥1.38 m · s–1. 相似文献
124.
Christina Hart Pamela Mulhall Amanda Berry John Loughran Richard Gunstone 《科学教学研究杂志》2000,37(7):655-675
Historically there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the “purposes” for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the “aims” of a laboratory activity, the often quite formalised statements about the intended endpoint of the activity that are too often the “opening lines” of a student laboratory report and are simply the “expected” specific science content knowledge outcomes—not necessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scientific facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 655–675, 2000 相似文献
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The paper describes a machine for determining the real and complex roots of higher-degree algebraic equations. The principle of operation is found in the correspondence between sine wave quantities and complex numbers. The particular machine is designed for equations of the eighth degree, and finds all the roots with engineering accuracy in the space of a few minutes.Though designed primarily with a view to determining the indicial admittance of electric networks, the machine should find utility in other fields of applied mathematics as well. 相似文献
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Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
130.
Ian Hart 《Educational Media International》2013,50(2):98-101
Abstract The article looks at the ‘At‐Risk Program’ set up as a collaboration between teachers in elementary and secondary public schools and the staff of Indiana University. 相似文献