Cognitive and Social Help Giving in Online Teaching: An Exploratory Study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered

Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools

This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors\u27 experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow\u27s Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three activity systems in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included varied activities aimed at both beginning and advanced technology users, multiple levels of assisted performance, and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined

An interventional study with the Maldives generalist teachers in primary school physical education: An application of self-determination theory

In Maldives’ primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers’ implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Maldives generalist teachers’ delivering PE. The participants were 30 primary school teachers (control group, n = 15; intervention group, n = 15), and their 725 primary school students aged 9–12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness; and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness; and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students’ psychological need satisfaction, whilst reducing thwarting behaviours to enhance students’ self-determined motivation toward PE classes. The intervention program significantly enhanced the students’ perceived need support, and autonomous motivation, it also reduced teachers’ need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Maldives

Short communication : Modeling competing effects of cooling rate, grain size, and radiation damage in low-temperature thermochronometers

Funding Information: Financial support. This research has been supported by the NSERC Discovery, and from the Geological Survey of Canada, Natural Resources Canada. Publisher Copyright: © Copyright:Low-temperature multi-thermochronometry, in which the (U-Th)ĝ€¯/ĝ€¯He and fission track methods are applied to minerals such as zircon and apatite, is a valuable approach for documenting rock cooling histories and relating them to geological processes. Here we explore the behaviors of two of the most commonly applied low-temperature thermochronometers, (U-Th)ĝ€¯/ĝ€¯He in zircon (ZHe) and apatite (AHe), and directly compare them against the apatite fission track (AFT) thermochronometer for different forward-modeled cooling scenarios. We consider the impacts that common variations in effective spherical radius (ESR) and effective uranium concentration (eU) may have on cooling ages and closure temperatures under a range of different cooling rates. This exercise highlights different scenarios under which typical age relationships between these thermochronometers (ZHe>AFT>AHe) are expected to collapse or invert (either partially or fully). We anticipate that these predictions and the associated software we provide will be a useful tool for teaching, planning low-temperature multi-thermochronometry studies, and for continued exploration of the relative behaviors of these thermochronometers in temperature-time space through forward models.Peer reviewe

The influence of upper-plate advance and erosion on overriding plate deformation in orogen syntaxes

Focused, rapid exhumation of rocks is observed at some orogen syntaxes, but the driving mechanisms remain poorly understood and contested. In this study, we use a fully coupled thermomechanical numerical model to investigate the effect of upper-plate advance and different erosion scenarios on overriding plate deformation. The subducting slab in the model is curved in 3-D, analogous to the indenter geometry observed in seismic studies. We find that the amount of upper-plate advance toward the trench dramatically changes the orientation of major shear zones in the upper plate and the location of rock uplift. Shear along the subduction interface facilitates the formation of a basal detachment situated above the indenter, causing localized rock uplift there. We conclude that the change in orientation and dip angle set by the indenter geometry creates a region of localized uplift as long as subduction of the down-going plate is active. Switching from flat (total) erosion to more realistic fluvial erosion using a landscape evolution model leads to variations in rock uplift at the scale of large catchments. In this case, deepest exhumation again occurs above the indenter apex, but tectonic uplift is modulated on even smaller scales by lithostatic pressure from the overburden of the growing orogen. Highest rock uplift can occur when a strong tectonic uplift field spatially coincides with large erosion potential. This implies that both the geometry of the subducting plate and the geomorphic and climatic conditions are important for the creation of focused, rapid exhumation.Peer reviewe

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE

Evidence that there are only two tRNA<SUP>Phe</SUP> genes in Escherichia coli

pheV, one of the genes that code for tRNAPhe, was deleted from the chromosome of a strain of Escherichia coli K-12. As a consequence of this mutation, expression of pheA, the gene for chorismate mutase P-prephenate dehydratase, the first enzyme in the terminal pathway of phenylalanine biosynthesis, was derepressed. Similar derepression of pheA has been reported in pheR mutants of E. coli K-12 (J. Gowrishankar and J. Pittard, J. Bacteriol. 150:1130-1137, 1982). Attempts to introduce a pheR mutation into the &#916; pheV strain failed under circumstances suggesting that this combination of mutations is lethal. Southern blot analysis of pheV+ and &#916; pheV strains indicated that there are only two tRNAPhe genes in E. coli. It is recommended that the names pheU and pheV be retained for these genes

Estimates of the Ambient Population: Assessing the Utility of Conventional and Novel Data Sources

This paper will critically assess the utility of conventional and novel data sources for building fine-scale spatio-temporal estimates of the ambient population. It begins with a review of data sources employed in existing studies of the ambient population, followed by preliminary analysis to further explore the utility of each dataset. The identification and critiquing of data sources which may be useful for building estimates of the ambient population are novel contributions to the literature. This paper will provide a framework of reference for researchers within urban analytics and other areas where an accurate measurement of the ambient population is required. This work has implications for national and international applications where accurate small area estimates of the ambient population are crucial in the planning and management of urban areas, the development of realistic models and informing policy. This research highlights workday population estimates, in conjunction with footfall camera and Wi-Fi sensors data as potentially valuable for building estimates of the ambient populatio

Exhumation history of the Higher Himalayan Crystalline along Dhauliganga-Goriganga river valleys, NW India: new constraints from fission track analysis

New apatite and zircon fission track data collected from two transects along the Dhauliganga and Goriganga rivers in the NW Himalaya document exhumation of the Higher Himalayan Crystalline units. Despite sharing the same structural configuration and rock types and being separated by only 60 km, the two study areas show very different patterns of exhumation. Fission track (FT) data from the Dhauliganga section show systematic changes in age (individual apatite FT ages range from 0.9 ± 0.3 to 3.6 ± 0.5 Ma, r 2 = 0.82) that record faster exhumation across a zone that extends from the Main Central Thrust to north of the Vaikrita thrust. By contrast, FT results from the Goriganga Valley show a stepwise change in ages across the Vaikrita thrust that suggests Quaternary thrust sense displacement. Footwall samples yield a weighted mean apatite age of 1.6 ± 0.1 Ma compared to 0.7 ± 0.04 Ma in the hanging wall. A constant zircon fission track age of 1.8 ± 0.4 Ma across both the footwall and hanging wall shows the 0.9 Ma difference in apatite ages is due to movement on the Vaikrita thrust that initiated soon after ∼1.8 Ma. The Goriganga section provides clear evidence for >1 Ma of tectonic deformation in the brittle crust that contrasts with previous exhumation studies in other areas of the high Himalaya ranges; these studies have been unable to decouple the role of climate erosion from tectonics. One possibility why there is a clear tectonic signal in the Goriganga Valley is that climate erosion has not yet fully adjusted to the tectonic perturbation

The point of maximum curvature as a marker for physiological time series

We present a geometric analysis of the model of Stirling. In particular we analyze the curvature of a heart rate time series in response to a step like increment in the exercise intensity. We present solutions for the point of maximum curvature which can be used as a marker of physiological interest. This marker defines the point after which the heart rate no longer continues to rapidly rise and instead follows either a steady state or slow rise. These methods are then applied to find analytic solutions for a mono exponential model which is commonly used in the literature to model the response to a moderate exercise intensity. Numerical solutions are then found for the full model and parameter values presented in Stirling