The impact of collaborative online reading on summarizing skills

The aim of this study was to determine whether, as a result of collaborative-online reading of a chapter from a book of an academic nature, the quality of the collaborative summary that the readers would write would be higher than that written by readers who would both read the same chapter and write a summary in a face-to-face setting. In this study we examined the difference between the summaries written by participants from two groups, each group was divided into subgroups of 3 participants who had read collaboratively a chapter of a book, and collaborated on writing a summary. The participants of the experimental group read the chapter as it appeared in a website for collaborative reading built especially for this study and the participants were asked to summarize the chapter on a shared online digital document. The participants of the control group were asked to read the chapter face-to-face and to collaboratively summarize it in hand writing. The quality of the summaries was evaluated with a tool developed by Rivard (2001). This tool was developed to measure the quality of the summaries. In our study the main and secondary ideas that were supposed to be included in the participants’ summaries were identified by three literature teachers using ten different criteria and the summaries were analyzed by two other judges based on these criteria. The findings indicated that there were significant differences in the majority of the writing indicators being measured with the tool. The findings indicated that collaborative-online reading and writing produce a summary of a higher quality than one read and hand written collaboratively face-to-face.     

Unravelling knowledge creation and management in educational organisations: barriers and enablers

Knowledge Creation and Management (KCM) is one of the main strategies for fostering improvement in any kind of organisation, including educational organisations, on which this paper is focused. While KCM is being widely studied, little attention has been given to KCM in organisations supplying education, training and/or assessment services to learners (i.e., primary and secondary schools or higher education institutions, among others). From an educational management approach, the aim of this paper is to describe and analyse the factors that foster or inhibit KCM processes conducted within educational organisations. Professionals (n=84), moderators and managers or institutional leaders of four selected cases were surveyed and interviewed. Results show the importance of the main organisational and procedural factors (i.e., organisational values and goals, leadership, structure, culture, dynamics, Information and Communications Technologies, KCM processes and people) to improve KCM results in educational organisations.     

The performance of the ice hockey slap and wrist shots: the effects of stick construction and player skill

The purpose of this study was to examine the interaction of players’ skill level, body strength, and sticks of various construction and stiffness on the performance of the slap and wrist shots in ice hockey. Twenty male and twenty female subjects were tested. Ten of each gender group were considered skilled and ten unskilled. In addition to general strength tests, each subject performed the slap and wrist shots with three stick shafts of different construction and stiffness. Shot mechanics were evaluated by simultaneously recording ground reaction forces from a force plate, stick movement and bending from high speed filming and peak puck velocity from a radar gun. Data were analysed with a 4-way repeated measures ANOVA for several dependent variables including peak puck velocity, peak Z (vertical) force, peak bending and stick to ground angles, peak angular deflection of the shaft, and hand placement on the stick. The results indicated that: 1) the slap shot was much faster than the wrist shot corresponding to greater vertical loading force, stick bending, and greater width of the hand placement; 2) the puck velocity was influenced by skill level and body strength but not stick type; and, 3) that skilled players were able to generate more vertical force and bend of the stick, in part, by adjusting their hand positions on the stick. Further studies are needed to address the specific influence of body strength and skill on the techniques of these shots and in relation to stick material and construction properties.     

Fluid forces on kayak paddle blades of different design

Three kayak paddle blades of different design (Conventional, Norwegian, Turbo) were tested in a low-speed wind tunnel at a maximum chord Reynolds number of Re = 2.2–2.7 × 10⁵ (corresponding to speed through water of ≈1 m/s). The mean drag force and side force acting on each blade were measured, as the yaw and pitch angles were varied. The results were compared with those recorded for a finite rectangular flat plate of similar area and aspect ratio. For zero pitch angle of the blades, the results indicate that the drag coefficient was mostly independent of the blade design as the yaw angle was varied between ± 20°, with only the Norwegian blade design displaying a marginally higher drag coefficient than either of the other two blades or the flat plate. Increasing the pitch angle to 30°, while maintaining the yaw angle at zero, resulted in a 23% reduction of the drag coefficient for the flat plate, but only a 15% reduction of the drag coefficients for the three blades. For all designs, the drag coefficient reduction followed a simple cosine relationship as the pitch angle or yaw angle was increased. The wind tunnel experiments revealed that the side force coefficients for all three paddle blade designs were entirely independent of the blade design and were indistinguishable from those recorded for a flat plate. In summary, the study showed that the nondimensional force coefficients are largely independent of the paddle blade design.     

Knowing What You Tell,Telling What You Know: Uncertainty and Asymmetries of Meaning in Interpreting Graphical Data

Research on knowing and learning in science commonly presupposes that knowledge, expertise, power, identity, and so on are stable features determining the outcome of interactions between individuals. In addition such individuals are conceptualized as differing in terms of the amount or types of the things in these categories. However, in a variety of disciplines including social psychology, sociology, and anthropology, the starting point for theoretical and empirical work is different: What really matters to social interaction is not the content of mind but how participants in social interaction deploy a variety of resources to constitute such things as memory, knowledge, expertise, and so on. This study was designed to investigate the local organization of interaction between research assistants, who had been hired to conduct a series of interviews (using a think-aloud protocol) about graphs, and scientists (N = 37) to better understand the person-situation interface in studies of scientific and mathematical knowing. Drawing on analytic methods from discursive psychology and conversation analysis, our analyses show how knowledgeability with respect to graphs and natural phenomena, assessment, giving and receiving of instruction, accountability, insight, and uncertainty are continuously shifting as interview participants draw on a variety of resources as means for managing the task at hand. In the process, uncertainty itself is managed by drawing on uncertainty.