Developing a Framework for Analyzing Definitions: A study of The Feynman Lectures

One important purpose of a definition is to explain the meaning of a word. Any problems associated with a definition may impede students' learning. However, research studies on the definitional problems from the perspective of physics education are limited. Physics educators may not be aware of the nature and extent of definitional problems. As an example, The Feynman Lectures of Physics suggest that there are at least four problems of definition: precision, circularity, context and completeness in knowledge. Feynman had the tendency of mentioning the words ‘define’ and ‘definition’ and discussing the problems of definition: they can be insightful, or challenge the conventional, preconceived notions of many physical concepts. One benefit of this study is that a framework can be developed to improve statements of definitions. This framework may guide educators or students to analyze the knowledge that is embedded in a definition. In the future, the learning of definition need not be content-oriented, but problem-based instead, with the help of definitional problems. Therefore, the use of these problems of definition in lessons can be an interesting area for future physics education research. Furthermore, we should be cognizant of inadequacies or inaccuracies in definition that may result in alternative conceptions.     

Expanded Markers of Success in Introductory University Physics

As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment [Brewe, E., Kramer, L., & O'Brien, G. (2009 Brewe, E., Kramer, L., & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102  [Google Scholar]). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102]. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners.     

An Exploration of Oral Language Development in Spanish-Speaking Preschool Students

The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students’ responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students.     

Effects of Different Exercise Intensities With Isoenergetic Expenditures on C-Reactive Protein and Blood Lipid Levels

We investigated the effects of different exercise intensities on C-reactive protein (CRP), and whether changes in CRP levels correlated with blood lipid levels. Ten men exercised at 25%, 65%, and 85% of their maximum oxygen consumption rates. Participants' blood was analyzed for CRP and blood lipid levels before and after the exercise sessions. Although there was an intensity effect for postexercise high-density lipoprotein levels, there were no significant differences or correlations for postexercise CRP levels or between CRP and lipid levels across the three exercise intensities. In an acute aerobic bout model with isoenergetic expenditures, CRP was not affected by the exercise intensity. Additionally, changes in blood lipid levels might not have been connected to CRP levels for physically fit participants.     

A Confirmatory Factor Analysis of the Life Orientation Test—Revised With Competitive Athletes

Current reviews outside of sport indicate that the Life Orientation Test-Revised (LOT-R) items load on two separate factors (optimism and pessimism) and, therefore, should be treated as independent constructs. However, researchers in the sport sciences continue to use the single composite score reflecting a unidimensional definition of optimism. Hence, I sought to explicitly examine the factor structure of the LOT-R with athletes. Results of this study support the two-factor structure, which is consistent with accumulating evidence outside of sport and exercise science. This contribution is an important first step toward continued examination of this instrument and future work on the influence of optimism (versus pessimism) on sport and exercise behavior.     

The off-break and “doosra”: Kinematic variations of elite and sub-elite bowlers in creating ball spin in cricket bowling

This study sought to identify kinematic differences in finger-spin bowling actions required to generate variations in ball speed and spin between different playing groups. A 12-camera Vicon system recorded the off-spin bowling actions of six elite and 13 high-performance spin bowlers, and the “doosra” actions of four elite and two high-performance players. Forearm abduction and fixed elbow flexion in the bowling arm were higher for the elite players compared with the high-performance players. The elite bowlers when compared with the high-performance players delivered the off-break at a statistically significant higher velocity (75.1 and 67.1 km/hr respectively) and with a higher level of spin (26.7 and 22.2 rev/s respectively). Large effect sizes were seen between ball rotation, pelvic and shoulder alignment rotations in the transverse plane. Elbow extension was larger for elite bowlers over the period upper arm horizontal to ball release. Compared to the off-break, larger ranges of shoulder horizontal rotation, elbow and wrist extension were evident for the “doosra”. Furthermore, the “doosra” was bowled with a significantly longer stride length and lower ball release height. Although not significantly different, moderate to high effect size differences were recorded for pelvis rotation, elbow extension and elbow rotation ranges of motion.     

A Clinical Librarian Embedded in Medical Education: Patient-Centered Encounters for Preclinical Medical Students

Adding patient encounters and simulation to the preclinical years of medical school is becoming increasingly popular. This article describes the creation of active learning opportunities by a clinical librarian that are aimed at training preclinical students through the use of simulated patient scenarios. Scenarios for second-year students walk them through the evidence-based resources needed in clinical years and beyond through a standardized patient encounter. Scenarios for first-year students involve role-play of cases where the patient and physician bring contrasting ideas to the outpatient interaction. All scenarios are carried out under the guidance of a clinician and librarian.     

Designing imminent threat messages for an unfamiliar hazard

Course: This assignment is a unit activity designed for use in a skills-focused undergraduate public relations, organizational communication, or crisis communication course.

Objective: The goal of this activity is to increase students’ understanding and ability to apply message design concepts in an unfamiliar context. Students will work collaboratively to craft messages that include key message features in response to an unfamiliar threat.