Soziale Integration durch Sport?

In this study the relationship between physical activity and different dimensions of social integration (number of friends, frequency of contact to friends, number of social contexts the individual is taking part in) is analysed using the data of the Partnermarktsurvey 2009. The concept of opportunities for interaction in foci of activity (here physical activity) is used as the theoretical framework. It can be shown that physical activity has an effect on the social integration of individuals: People who engage in physical activity have more friends, meet them more often and are integrated in more social contexts than people who are not physically active. Differences in social integration even exist among physically active people depending on the kind of sport activity and its form of organisation. Further the setting of the sport activity seems to be of importance. Finally it is recommended that longitudinal data used to investigate the exact causal effect of physical activity on social integration.     

The Onion and the geopolitics of satire

This article considers the representation of global events in The Onion, a satirical news publication. Drawing on a content analysis of headlines and news stories, the article offers a set of general conclusions about the publication’s geographical and topical focuses. When considered in aggregate, the headlines offer an implicit critique of the mainstream media and coverage of international events. The idea that The Onion is a critical voice is, however, subject to interrogation. The Onion should be recognized with other satirical outputs as a profit-oriented enterprise, with appeal to key demographics and growing connections to multinational corporations. Yet The Onion’s position is further complexified through its direct engagement with international actors who do not get the joke.     

Stressors, coping, and coping effectiveness: gender, type of sport, and skill differences

The aim of this study was to examine stressors, coping, and coping effectiveness as a function of gender, type of sport, and skill. The sample consisted of 749 undergraduate athletes (455 males, 294 females) aged 18-38 years (mean= 19.8 years). Skill was classified as international/national, county, university, and club standard. Participants completed a stressor and coping concept map (Novak & Gowin, 1984). The results revealed gender, type of sport, and skill differences in relation to stressor frequencies, coping strategy deployment, and coping effectiveness. In contrast to previous research, females used a variety of problem-focused (e.g. planning, communication, technique-orientated coping) strategies more frequently than males. Team sport athletes reported a variety of sport-specific stressors relating to the demands of playing in a team environment. The group of national/international athletes reported using more planning, blocking, and visualization, and also reported that their coping was more effective than that of less-skilled athletes.     

Studying health information from a distance: refining an e-learning case study in the crucible of student evaluation

Purpose: To present a formative evaluation of the impact of a multimedia case study as a component of a masters course in health informatics delivered by distance learning. Setting/Participants/Resources: First and second year health informatics students undertaking four core modules of a masters programme at the University of Sheffield. Methodology: Individual qualitative user surveys and interviews. Results/Outcomes: Formative evaluation has played a significant role in refining the case study through its text‐based, intermediate and CD‐ROM based stages. Feedback from students has resulted in clarification of case study tasks, clearer definition of teaching roles and a revised approach to assessment. At the same time it has highlighted the importance of ongoing revision and maintenance in keeping the scenarios realistic and current. Discussion/Conclusion: The multimedia case study has met many of its original aims in providing greater cohesion for core modules and encouraging greater levels of interaction and multidisciplinary collaboration.     

Comparing the self-described searching knowledge of first-year medical and dental students before and after a MEDLINE class

Do students need MEDLINE instruction? Do self-described knowledge and search skills match actual ability? To address these questions, librarians developed an assessment tool, a self-administered pre-test/post-test of eighteen skills and concepts taught in the MEDLINE class. By their own assessment, 70% or more of the medical and dental students learned something about each concept taught during the workshop. The study convinced faculty and students that the MEDLINE class is necessary. Librarians and associated faculty agree that the class is important and should continue to be mandatory.     

A Standardized Generalized Dimensionality Discrepancy Measure and a Standardized Model‐Based Covariance for Dimensionality Assessment for Multidimensional Models

The standardized generalized dimensionality discrepancy measure and the standardized model‐based covariance are introduced as tools to critique dimensionality assumptions in multidimensional item response models. These tools are grounded in a covariance theory perspective and associated connections between dimensionality and local independence. Relative to their precursors, they allow for dimensionality assessment in a more readily interpretable metric of correlations. A simulation study demonstrates the utility of the discrepancy measures’ application at multiple levels of dimensionality analysis, and compares them to factor analytic and item response theoretic approaches. An example illustrates their use in practice.     

Fluctuations of DNA mobility in nanofluidic entropic traps

We studied the mobility of DNA molecules driven by an electric field through a nanofluidic device containing a periodic array of deep and shallow regions termed entropic traps. The mobility of a group of DNA molecules was measured by fluorescent video microscopy. Since the depth of a shallow region is smaller than the DNA equilibrium size, DNA molecules are trapped for a characteristic time and must compress themselves to traverse the boundary between deep and shallow regions. Consistent with previous experimental results, we observed a nonlinear relationship between the mobility and electric field strength, and that longer DNA molecules have larger mobility. In repeated measurements under seemingly identical conditions, we measured fluctuations in the mobility significantly larger than expected from statistical variation. The variation was more pronounced for lower electric field strengths where the trapping time is considerable relative to the drift time. To determine the origin of these fluctuations, we investigated the dependence of the mobility on several variables: DNA concentration, ionic strength of the solvent, fluorescent dye staining ratio, electroosmotic flow, and electric field strength. The mobility fluctuations were moderately enhanced in conditions of reduced ionic strength and electroosmotic flow.     

Assessment of the Learning Environment of Inquiry-Type Laboratories in High School Chemistry

An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides students with a learning situation in which they are involved in activities that might influence some of the variables that are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory (SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions. Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly smaller for the inquiry group than for the control group. This revised version was published online in July 2006 with corrections to the Cover Date.