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41.
Ryan S. Baker Arnon Hershkovitz Lisa M. Rossi Adam B. Goldstein Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666
We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010, 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time. 相似文献
42.
Adam C. Woodruff 《Culture, Theory & Critique》2013,54(2):85-100
This essay explores the relations between T. S. Eliot's concept of tradition and the ‘modern materialism’ of Walter Benjamin, Jacques Lacan and Louis Althusser, and considers the implications of this resonance for both Eliot's critical legacy and the Marxist tradition. Initially surveying the critical controversy surrounding the canonical figure of Eliot and recent attempts to reconcile his avant-garde poetics with his reactionary social thought, the essay traces the roots of Eliot's tradition in a Nietzschean critique of historicism and its development into a theory of culture. Eliot's persistent drive towards impersonality echoes (and problematises) the efforts of Benjamin, Lacan and Althusser to construct a model of the social process that incorporates the unconscious. Rather than ultimately determining a set of political positions, the ‘missed encounter’ between Eliot's tradition and ‘modern materialism’ draws to light the Hegelian historicisms that haunt materialist theories of culture. 相似文献
43.
ABSTRACT The effectiveness of 8-week force-velocity optimised training was assessed in highly trained professional rugby league athletes. Players (age 24 ± 3 years; body mass 94.9 ± 21.6 kg; height 181.3 ± 6.0 cm) were strength-matched and assigned to a force-velocity optimised group (OP; n = 15) or a general strength-power group (GP; n = 14). Tests included 10-m, 20-m sprints, 3 repetition-maximum squat and squat jumps over five load conditions to ascertain vertical force-velocity relationship. ANCOVA revealed there was a group effect for force-velocity deficit (P < 0.001), with the OP two-fold greater than the GP group (OP pre: 51.13 ± 31.42%, post: 62.26 ± 31.45%, GP pre: 33.00 ± 19.60%, post: 31.14 ± 31.45%, P < 0.001). There were further group effects for 3RM squat (OP pre: 151.17 ± 22.95 kg, post: 162.17 ± 24.16 kg, GP pre: 156.43 ± 25.07 kg, post: 163.39 ± 25.39 kg, P < 0.001), peak power (OP pre: 3195 ± 949 W, post: 3552 ± 1033 W, GP pre: 3468 ± 911 W, post: 3591 ± 936 W, P < 0.001), and SJ (OP pre: 39.79 ± 7.80 cm, post: 42.69 ± 7.83 cm, GP pre: 40.44 ± 6.23 cm, post: 41.14 ± 5.66 cm, P < 0.001). Prescribing F-V deficit training is superior for improving physical performance within highly trained RL players. 相似文献
44.
Adam Stewart 《Public Library Quarterly》2017,36(3):228-243
In this article, I do two things. First, I describe and evaluate progress that has been made to date on implementing five recommendations made by the author to the leadership of Elliot Lake Public Library in 2014, intended to assist in disaster recovery efforts following the destruction of the library in an anthropogenic disaster in 2012. Second, I provide three revised recommendations, this time intended to assist library leadership address some continuing challenges that are preventing the complete recovery of the library, and ultimately, negatively impacting the effectiveness of the library within the community. 相似文献
45.
46.
Besiki Stvilia Charles C. Hinnant Shuheng Wu Adam Worrall Dong Joon Lee Kathleen Burnett Gary Burnett Michelle M. Kazmer Paul F. Marty 《Library & information science research》2017,39(2):85-97
This study examined factors that might affect researchers' willingness to collaborate with a specific researcher and the priorities given to those factors. In addition, it investigated how researchers determined the ownership of collaborative project data and how they determined the order of authorship on collaborative publications in condensed matter physics. In general, researchers rated their intrinsic motivations the highest, such as the quality of ideas a potential collaborator might have and their satisfaction with a past collaboration, followed by their extrinsic motivations, such as the complementary knowledge, skills, or resources the collaborator could provide. In addition, researchers who had a greater number of collaborative projects and researchers who had served as a project PI or co-PI valued the deep-level, personality-related characteristics of a collaborator higher than did those who had not. Younger researchers were more risk averse and more concerned with a collaborator's reputation and the possible cost of a collaboration decision. Additionally, younger researchers indicated more often than older researchers that they did not know whether their project teams followed any rules or norms or engaged in negotiation to determine the order of authorship on collaborative publications. 相似文献
47.
Adam Raunic Sophia Xenos 《International journal for the advancement of counseling》2008,30(4):262-267
This paper reviews research on students’ usage of university counselling services across countries and their demographic and
psychological characteristics. In doing so, emphasis is given to reported distinctions between local and international university
students. Utilisation rates, encouraging factors and barriers to utilisation, presenting problems, and methodological problems
with existing studies are each examined. The findings suggest that only a minority of between 2% and 4% of university students
access such services, with females being more likely to use them than males. International students in particular underutilise
these services, and this is primarily due to such students’ preference for seeking help from family or friends over outside
sources. When students do seek assistance, their presenting issues most commonly involve symptoms of depression or anxiety,
as well as academic and relationship difficulties. 相似文献
48.
Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level. 相似文献
49.
50.
Adam C. Scarfe 《Interchange》2005,36(1-2):9-22
This paper, which is particularly centered on the student’s learning process, is the first half of a detailed study of selectivity in Whitehead’s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead’s Theory of Prehensions and the learning process through an interpretation of the term, ‘prehending subject’ as ’learner,’ I argue that selectivity, via ‘negative prehensions,’ is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead’s theory of prehensions can be said to be conducive to a critical pedagogy. 相似文献