A Review of: ““Doing School”: How We Are Creating a Generation of Stressed Out,Materialistic, and Miseducated Students”

The views of Jewish education articulated by Rosenzweig in his essays “It is Time” and in “The Opening of the Lehrhaus” are quite different. So different, in fact, that an account of how one mind can produce such different accounts is necessary. Following the lead of a 1950’s popular television quiz show, the authors ask “Will the Real Franz Rosenzweig Please Stand Up?” The authors end by exploring how the tensions within Rosenzweig's educational thinking can yield new insights into the contemporary challenges of Jewish education.     

Graphic Novels as Tools for Teaching Complexity About Israel

ABSTRACT

Building on the established idea that to provide students with a full portrait of Israeli society and history, educators must introduce greater complexity into their Israel curriculum, the following paper explores three recently published graphic novels about Israel and considers how each offers opportunities for considering Israel in more nuanced ways. The paper is grounded in recent research about Israel education and empirical studies about graphic novels in education. Each of the three texts highlights aspects of Israeli society that are less frequently addressed in curriculum about Israel and therefore provide opportunities for presenting students with primary sources that directly grapple with the complexities of Israeli society.     

Goalkeeping in the soccer penalty kick

The goalkeeper’s difficulty in the soccer penalty kick originates from the extreme spatiotemporal constraints of the situation. The present review claims that the current understanding is biased toward attributing a goalkeeper’s success in saving a penalty kick to perceptual–cognitive skill. To investigate the goalkeeper’s skill, researchers have often adopted video tasks. In doing so, they studied perceptual skill in isolation from action. We use affordance-based control theory to propose an alternative understanding and research methodology. We argue that goalkeepers in the penalty kick situation should regulate their actions in ways that sustain the perception of stoppability. To capture this, we outline the building blocks for a required lateral velocity model, in which the goalkeepers’ required actions are scaled to their maximum capabilities. In doing so, we provide new directions for research.     

Physical demands of game-based training drills in women’s team handball

Game-based training drills are popular in team sports. This study compared two game-based training conditions and official matches in team handball. Thirty-one women players wore inertial measurement units in five training sessions and five official matches. In training, 3vs3 and 6vs6 game-based training conditions were performed with a 5-min duration. PlayerLoad? and high-intensity events (HIEs; >2.5 m · s^?1) were extracted from the raw data. Data were analysed using magnitude-based inferences and reported with effect sizes (ESs). PlayerLoad? · min^?1 from all positions combined was 11.37 ± 0.49 (mean ± 90% confidence limits) and 9.71 ± 0.3 for the 3vs3 and 6vs6 conditions, respectively. Backs (ES: 1.63), wings (ES: 1.91), and pivots (ES: 1.58) had greater PlayerLoad? in 3vs3 than 6vs6. Substantially greater HIE · min^?1 in 3vs3 occurred for all positions. There was substantially greater PlayerLoad? · min^?1 in 3vs3 and 6vs6 than match play for backs, wings, and pivots. Wings (ES: 1.95), pivots (ES: 0.70), and goalkeeper (ES: 1.13) had substantially greater HIE · min^?1 in 3vs3 than match play. This study shows greater PlayerLoad? and HIE in 3vs3 than 6vs6. Both game-based training conditions investigated in this study provide an overload in overall PlayerLoad?; however, additional exercises might be needed to overload HIE, especially for backs and pivots.     

Design Principles for Augmented Reality Learning

Augmented reality is an emerging technology that utilizes mobile, context-aware devices (e.g., smartphones, tablets) that enable participants to interact with digital information embedded within the physical environment. This overview of design principles focuses on specific strategies that instructional designers can use to develop AR learning experiences. A review of the literature reveals the following three design principles as instructive: 1. Enable and then challenge (challenge): 2. Drive by gamified story (fantasy); and 3. See the unseen (curiosity). These design principles can also be viewed as an attempt to either leverage the unique affor- dances of AR or minimize the limitations of the medium as reported in the literature (Dunleavy & Dede, 2014). As the field matures and more research teams explore the potential of AR to enhance teaching and learning, it will be critical to determine the design techniques that optimize the unique affordances of AR, minimize the limitations of the medium, and ultimately enhance learning across the curriculum.     

Citation bias in otolaryngology systematic reviews

Objective:Reproducibility of systemic reviews (SRs) can be hindered by the presence of citation bias. Citation bias may occur when authors of SRs conduct hand-searches of included study reference lists to identify additional studies. Such a practice may lead to exaggerated SR summary effects. The purpose of this paper is to examine the prevalence of hand-searching reference lists in otolaryngology SRs.Methods:The authors searched for systematic reviews published in eight clinical otolaryngology journals using the Cochrane Library and PubMed, with the date parameter of January 1, 2008, to December 31, 2017. Two independent authors worked separately to extract data from each SR for the following elements: whether reference lists were hand-searched, other kinds of supplemental searching, PRISMA adherence, and funding source. Following extraction, the investigators met to review discrepancies and achieve consensus.Results:A total of 539 systemic reviews, 502 from clinical journals and 37 from the Cochrane library, were identified. Of those SRs, 72.4% (390/539) hand-searched reference lists, including 97.3% (36/37) of Cochrane reviews. For 228 (58.5%) of the SRs that hand-searched reference lists, no other supplemental search (e.g., search of trial registries) was conducted.Conclusions:These findings indicate that hand-searching reference lists is a common practice in otolaryngology SRs. Moreover, a majority of studies at risk of citation bias did not attempt to mitigate the bias by conducting additional supplemental searches. The implication is that summary effects in otolaryngology systematic reviews may be biased toward statistically significant findings.     

The Commodity Flow of U.S. Children's Television

This article argues that commodity flow is a defining characteristic of children's television programming, and that this flow of commodity and corporate-brand images builds into the genre a relatively coherent selling ethos. Three-hour blocks of programming, recorded on two different Saturday mornings for several broadcast and cable networks, were analyzed to highlight commodity flow within and between networks. This flow of commodities on children's television indicates a blurring of the distinction between content and promotional forms and illustrates the high level of commercialism targeted at this audience.     

Institutions for Civic Technoscience: How Critical Making is Transforming Environmental Research

This article explores the changing relationship between the academy and new public formations of scientific research, which we term “civic technoscience.” Civic technoscience leverages tactics seen in critical making communities to question and transform how and who can make credible and actionable knowledge. A comparison of two case studies is used. The first is a grassroots mapping process that allows communities to generate high-quality aerial imagery. The second is an academic-led project using environmental sensors to engage disparate audiences in scientific practice. These two projects were found to differ in their ability to form strategic spaces for community-based science, and suggest pathways to foster more robust relationships across the public–academic divide. By altering power dynamics in material, literary, and social technologies used for scientific research, we argue that civic technoscience enables citizens to question expert knowledge production through critical making tactics, and creates opportunities to generate credible public science.     

Differences Across Majors in the Desire to Obtain a License to Carry a Concealed Handgun on Campus: Implications for Criminal Justice Education

The current study examines whether students' course of study is related to their desire to carry a concealed handgun on campus. This analysis is motivated by a growing number of studies that have explored differences between criminal justice (CJ) and other majors in the areas of personality, attitudes, values, and career expectations, and also by discussions of the issue of concealed handguns on campuses following recent shootings on college campuses. Using data from over 3,100 students who completed an online survey instrument, results revealed that CJ majors were in fact more interested in carrying a legally concealed handgun on campus, if it were allowed by university policies. These results held even when controlling for other significant predictors of the desire to carry a concealed handgun. Implications for CJ education and the wider debate about concealed weapons on university campuses are discussed.