A Proposed Physical Education Program for the O. L. Price School of Taylor, Texas

This study concerns a physical education program for the O. L. Price school of Taylor, Texas. The superintendent of the Taylor public schools, and the principal and members of the teaching staff of the O. L. Price school including the writer, who serves as coach, have long recognized the need of a physical education program. Because of the lack of a physical education program students are being deprived of the kind of physical education which is now deemed necessary for the proper growth and development of public school children. The general purpose of this study, therefore is to provide data and information which is hoped may incite interest in physical education and result in an adequate physical education for the O. L. Price school. More specifically, the purpose of this thesis can be stated as follows: 1. To review general literature on physical education for the purpose of determining the most commonly accepted objectives and methods of the physical education program in modern schools. 2. To consult the literature with the view of determining definite polices and standards, commonly by recognized authorities as being desirable or necessary for the proper functioning of each of the following five areas of the physical education programs a. Administration b. Program c. Personnel d. Facilities and equipment e. Budget and finance 3. To show the present situation at the O. L. Price school

Behavioural counselling to increase consumption of fruit and vegetables in low income adults : randomised trial

Objective To measure the effect of brief behavioural counselling in general practice on patients’ consumption of fruit and vegetables in adults from a low income population. Design Parallel group randomised controlled trial. Setting Primary health centre in a deprived, ethnically mixed inner city area. Participants 271 patients aged 18-70 years without serious illness. Intervention Brief individual behavioural counselling based on the stage of change model; time matched nutrition education counselling. Main outcome measures Self reported number of portions of fruit and vegetables eaten per day, plasma β carotene, α tocopherol, and ascorbic acid concentrations, and 24 hour urinary potassium excretion. Assessment at baseline, eight weeks, and 12 months. Results Consumption of fruit and vegetables increased from baseline to 12 months by 1.5 and 0.9 portions per day in the behavioural and nutrition groups (mean difference 0.6 portions, 95% confidence interval 0.1 to 1.1). The proportion of participants eating five or more portions a day increased by 42% and 27% in the two groups (mean difference 15%, 3% to 28%). Plasma β carotene and α tocopherol concentrations increased in both groups, but the rise in β carotene was greater in the behavioural group (mean difference 0.16 μmol/l, 0.001 μmol/l to 1.34 μmol/l). There were no changes in plasma ascorbic acid concentrations or urinary potassium excretion. Differences were maintained when analysis was restricted to the 177 participants with incomes ≤ £400 (€596, $640) a week. Conclusions Brief individual counselling in primary care can elicit sustained increases in consumption of fruit and vegetables in low income adults in the general population

A cleft care workshop for speech and language pathologists in resource-limited countries : the participants' experiences about cleft care in Uganda and satisfaction with the training effect

Objectives: workshops and specialized training programs are often inaccessible for speech and language pathologists (SLPs) based in resource-limited countries given the lack of supply, the long travel distances and the excessive participation fees. To stimulate life-long learning opportunities for all, this study described and measured the effect of a free, two-day cleft care workshop for SLPs in Uganda. The workshop included different topics related to the assessment and treatment of children with a cleft of the palate with or without a cleft of the lip (CP +/- L). Methods: The participants who presented during the two-day course were asked to complete a pre- and postworkshop questionnaire to evaluate their satisfaction. The pre-workshop form also included some questions concerning cleft care in Uganda. Both the pre- and post-workshop forms included three visual analogue scales to investigate the evolution of the participants' estimation of their knowledge regarding speech in patients with a CP +/- L and to assess the changes in their self-confidence in the diagnosis and treatment of this population. Results: seventeen SLPs completed the pre- and post-workshop questionnaires. In general, the participants were highly satisfied with the different themes covered in the program. After the training course, the participants rated their general knowledge about CP +/- L and their self-confidence in the diagnosis and treatment of children with a CP +/- L significantly higher than before the workshop. Conclusion: the vast majority of the SLPs reported that cleft care was not easily accessible in Uganda. The most commonly reported obstacle for cleft care was a lack of knowledge about this matter in the SLPs themselves highlighting the importance of the organization of additional education opportunities. The participants reported a significantly higher level of self-confidence in diagnosing and treating children with a CP +/- L after the workshop. The content of this workshop can form the basis for future learning opportunities for SLPs based in resource-limited countries

Optimization Of Simulations And Activities For A New Introductory Quantum Mechanics Curriculum

The Institute of Physics New Quantum Curriculum (quantumphysics.iop.org) consists of online texts and interactive simulations with accompanying activities for an introductory course in quantum mechanics starting from two-level systems. Observation sessions and analysis of homework and survey responses from in-class trials were used to optimize the simulations and activities in terms of clarity, ease-of-use, promoting exploration, sense-making and linking of multiple representations. This work led to revisions of simulations and activities and general design principles which have been incorporated wherever applicable. This article describes the optimization of one of the simulation controls and the refinement of activities to help students make direct connections between multiple representations.Comment: 4 pages, 1 figure; submitted to the Proceedings of the 2013 Physics Education Research Conference. appears in 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jone

A Vision for General Education: The Life and Mind of Ernest L. Boyer

General education has always been an integral part of the college experience. It is at the very heart of what it means to be a liberal arts institution. Currently this curriculum is being revamped, revitalized and even questioned at many institutions. Many programs lack purpose and goals behind the curriculum. Ernest Boyer, through his work at the Carnegie Foundation for the Advancement of Teaching, created a unique vision and displayed exemplary passion for core curriculum in general education. This study focuses on Boyer\u27s professional publications and highlights his work in higher education curriculum. His published works on general education through the Carnegie Foundation are synthesized to provide a literature review as a foundation for this project. Through archival research at the Boyer Center, a historiography using qualitative research methods analyzes certain influential events in Boyer’s life as well as major themes and subthemes that emerged as part of his general education vision. Archives used included published and unpublished works such as speeches, personal notes, articles and interviews. Themes that emerged from this research include coherence, two goals for education and six themes for learning. These overarching themes and practices are then used to create an application and provide recommendations for how educators can use Boyer’s vision to revitalize general education on college campuses today. Sections on limitations and further research provide areas of improvement on this topic and opportunities for future studies in regards to general education and Ernest Boyer

Patient education--the forgotten link in managing osteoporosis

Copyright © 2004 Royal Australian College of General Practitioners Copyright to Australian Family Physician. Reproduced with permission. Permission to reproduce must be sought from the publisher, The Royal Australian College of General Practitioners.BACKGROUND: Osteoporosis and bone fractures are common, yet osteoporosis is under diagnosed in Australian settings. Osteoporosis can now be reliably diagnosed, and safely and effectively treated, but patient education strategies are under utilised. OBJECTIVE: This article discusses the role of education in osteoporosis risk reduction and management. DISCUSSION: Osteoporosis education initiatives such as the Osteoporosis Prevention and Self Management Course can increase knowledge, self efficacy and health related behaviours such as calcium intake and exercise over the short to medium term.Laura L. Laslett, Julian D. O'Neil and Joan Lync

Herald of Holiness Volume 50 Number 07 (1961)

General Articles 01 Cover by Harold M. Lambert 02 Editorials by W.T. Purkiser 03 Nazarene Education by General Superintendent Benner 04 “Mommy, I Talked to Jesus” by Homer L. Rogers 04 Commands of the Great Commission by Brian L. Farmer 05 Please Turn on the Light! By Neal Dirkse 06 The Source of Peace by Celia M. Wright 07 A Spiritual Awakening Through Personal Evangelism by K.W. Phillips 08 Broken Reeds by R.A. Kerby 09 Preparation for God’s Work by J.B. Chapman 10 Education for Evangelism by Darel E. Grothaus 11 Nazarene Youth and Higher Education by Thelma B. Culver 12 The Christian’s Witness by Lois M. Marmon 12 The Bresee Fellowship by S.T. Ludwig Poetry 06 The Work is Fruit! By Ila R. Monday 15 Success by Pearl Burnside McKinney Departments 13 Foreign Missions 13 Department of Evangelism 14 Nazarene Young People’s Society 14 The Sunday School Lesson 15 Public Morals and You! 15 News of the Churches 18 News of the Religious World 18 The Answer Cornerhttps://digitalcommons.olivet.edu/cotn_hoh/1788/thumbnail.jp

Counselor cognitions: General and domain-specific complexity.

Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain-specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed

Light at the end of a tunnel: An appraisal of online teaching and learning in and post COVID-19 era

The COVID-19 pandemic was like a magic bullet in pronouncing the fourth education revolution, a period of swift migration to online teaching and learning (T&L) platforms. This became evident at the dawn of lockdown periods from March 2020, when countries all over the globe shut down businesses to contain the virus. The shutdown impacted economies negatively. Thus, the educational sector, particularly higher education, was hard hit as the shift from physical to online distance T&L exposed the wide digital divide in both developed and developing worlds. The challenges have been widely recorded, and although these seem to be clouding the opportunities that are yet to be synthesised, it is worthy of corroborating the noted opportunities to prepare for T&L trajectories. Thus, the current study is an appraisal of online teaching and learning, by critically reviewing related literature from various sources dating to the dawn of migration to distance and online T&L platforms across the globe in 2020. The objective is to identify some themes for opportunities for curriculum development brought about by the unprecedented migration to online T&L, to more effectively model current and future scenarios. The major findings, which are explanatory, indicate that online T&L increases access to education by trumping physical and geographical boundaries. Multimedia T&L formats can cater for various capabilities and learning styles. Online T&L has further prompted some education institutions to invest more in information and communication technologies (ICT) thus aligning with the fourth industrial revolution and in some cases the fifth industrial revolution. The COVID-19 era has created opportunities for the adoption of online T&L technologies among both educators and learners to align themselves accordingly. This historical epoch has significantly prompted more commitment to collaboration, partnerships, and associations in the whole education sector to solicit more resources. It is rational to conclude that the fourth industrial revolution (4IR) is manifesting itself across the globe, with some developed parts already in the fifth industrial revolution, despite the challenges and albeit at different levels. A conceptual model of a general fourth education revolution, that education institutions, particularly in the developing world, can adapt and adjust to suit their specific circumstances, has thus been developed. The model aims to improve preparation for online education instruction, which has striven, and an unknown future

Testing Students with Special Educational Needs in Large-Scale Assessments – Psychometric Properties of Test Scores and Associations with Test Taking Behavior

Assessing competencies of students with special educational needs in learning (SEN-L) poses a challenge for large-scale assessments (LSAs). For students with SEN-L, the available competence tests may fail to yield test scores of high psychometric quality, which are—at the same time—measurement invariant to test scores of general education students. We investigated whether we can identify a subgroup of students with SEN-L, for which measurement invariant competence measures of adequate psychometric quality may be obtained with tests available in LSAs. We furthermore investigated whether differences in test-taking behavior may explain dissatisfying psychometric properties and measurement non-invariance of test scores within LSAs. We relied on person fit indices and mixture distribution models to identify students with SEN-L for whom test scores with satisfactory psychometric properties and measurement invariance may be obtained. We also captured differences in test-taking behavior related to guessing and missing responses. As a result we identified a subgroup of students with SEN-L for whom competence scores of adequate psychometric quality that are measurement invariant to those of general education students were obtained. Concerning test taking behavior, there was a small number of students who unsystematically picked response options. Removing these students from the sample slightly improved item fit. Furthermore, two different patterns of missing responses were identified that explain to some extent problems in the assessments of students with SEN-L.Peer Reviewe