98 research outputs found
Women\u27s experiences on the path to a career in game development
This chapter seeks to identify whether there is a dominant, presupposed career pipeline to a career in game development and then looks for women and women’s experiences at each stage of that pipeline. It concludes that a dominant pipeline does exist and that this pathway both disadvantages women who attempt it and marginalizes other pathways. Along the way women deal with obstacles that can delegitimize their choices and experiences and/or make the assumed pathway inhospitable. This chapter relies on published literature as well as data from the 2014 and 2015 Developer Satisfaction Surveys (DSS) conducted by the International Game Developers Association (IGDA) in partnership with the authors
Going, Going, Gone: A Feminist Bourdieusian Analysis of Young Women's Trajectories in, Through and Out of Physics, Age 10–19
This chapter draws on longitudinal interview data collected from seven young woman in England who were tracked from age 10–19 and who had all expressed an aspiration at age 16 to study Advanced level (A level) physics. Applying a feminist Bourdieusian conceptual lens, we explore their trajectories in, through and out of physics: from Danielle, who is denied entry to A level physics; to Victoria and Thalia, who are debarred from the course before completion; to Davina, Kate and Mienie, who complete the A level but who choose not to pursue the subject further; and finally Hannah, who goes on to study physics at university. Attention is drawn to the pedagogic work conducted by the field of physics, notably the cultivation of habitus and hexis through the bodies, minds and identities of the young women, and its stringent gate-keeping practices, which ensure the reproduction of the elite status of the field and the simultaneous disadvantaging of women
Understanding interactions in face-to-face and remote undergraduate science laboratories
This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science
education in both face-to-face and remote laboratories. Guided by a systematic selection process, 27 directly
relevant articles were analysed based on three categories: the instruments used for measuring interactions, the
research findings on student interactions, and the theoretical frameworks used in the studies of student
interactions. In face-to-face laboratories, instruments for measuring interactions and the characterisation of the
nature of interactions were prominent. For remote laboratories, the analysis of direct interactions was found to be
lacking. Instead, studies of remote laboratories were mainly concerned with their practical scope. In addition, it is
found that only a limited number of theoretical frameworks have been developed and applied in the research
design. Existent theories are summarised and possible theoretical frameworks that may be implemented in studies
of interactions in undergraduate laboratories are proposed. Finally, future directions for research on the interrelationship between student interactions and laboratory learning are suggested
Population Genetics of the Western Bean Cutworm (Lepidoptera: Noctuidae) Across the United States
Intra-articular remodelling of hamstring tendon grafts after anterior cruciate ligament reconstruction
Effect of an Interactive Web-Based Instruction in the Performance of Undergraduate Anatomy and Physiology Lab Students
This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the Pronunciation Corner and Spelling Bee, and an Interactive practice and test tool. The Cardiovascular System was chosen as the subject matter to modify based upon the results of a pilot study where students indicated difficulty in understanding this subject. In addition, a Teacher Resources tool on the Website allows any teacher to create their own Pronunciation Corner and Spelling Bee and use them for their classes. The statistical analyses showed that the experimental group students (who had access to the Website) took advantage of the technology tools provided and demonstrated significant improvement in their performance on the cardiovascular portion of the lab test. (C) 2010 Elsevier Ltd. All rights reserved
Anomalous Left Coronary Artery from the Pulmonary Artery: How to Diagnose and Treat
Anomalous origin of the left coronary artery from the pulmonary artery (ALCAPA) is a rare coronary anomaly that can present in childhood or adulthood with a multitude of symptoms depending on the age of presentation. It should be suspected in infants presenting with heart failure in the setting of left ventricular systolic dysfunction and associated mitral regurgitation from papillary muscle ischemia. Adults with ALCAPA may present with cardiac ischemic symptoms. Prompt diagnosis with echocardiography and cross-sectional chest imaging is important to guide surgical intervention and improve the patients’ survival and prognosis. The goal of surgery is to establish a dual-coronary system with mid-term results revealing progressive recovery of left ventricular function and improvement in mitral regurgitation. Patients with ALCAPA should maintain life-long follow-up with a cardiologist with congenital heart disease expertise for surveillance of post-operative complications
- …