577 research outputs found
Assessing Student Exposure to and Use of Computer Technologies through an Examination of Course Syllabi
A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a variety of learning domains, we used it to assess students\u27 use of and exposure to computer technology skills. The reliability and validity of the instrument was examined through an analysis of 88 syllabi from courses within the teacher education program and the core curriculum at a private Midwest US university. Results indicate that the instrument has good interârater reliability and ratings by and interviews with faculty and students provide evidence of construct validity. The use and limitations of the instrument in educational program evaluation are discussed
Relational perceptions in high school physical education: teacher- and peer-related predictors of female studentsâ motivation, behavioral engagement, and social anxiety
Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of studentsâ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which studentsâ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE
Relational perceptions in high school physical education: teacher- and peer-related predictors of female studentsâ motivation, behavioral engagement, and social anxiety
Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of studentsâ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which studentsâ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE
"I think they believe in me": The predictive effects of teammate- and classmate-focused relation-inferred self-efficacy in sport and physical activity settings
Despite the prevalence of group-/team-based enactment within sport and physical activity settings, to this point the study of relation-inferred self-efficacy (RISE) has been focused upon estimations regarding a single target individual (e.g., oneâs coach). Accordingly, researchers have not yet considered whether individuals may also form RISE estimations regarding the extent to which the others in their group/team as a whole are confident in their ability. We applied structural equation modeling analyses with cross-sectional and prospective data collected from members of interdependent sport teams (Studies 1 and 2) and undergraduate physical activity classes (Studies 3 and 4), with the purpose of exploring these group-focused RISE inferences. Analyses showed that group-focused RISE perceptions (a) predicted individualsâ confidence in their own ability, (b) were empirically distinct from conceptually related constructs, and (c) directly and/or indirectly predicted a range of downstream outcomes over and above the effects of other efficacy perceptions. Taken together, these findingsprovide preliminary evidence that individualsâ group-focused RISE appraisals may be important to consider when investigating the network of efficacy perceptions that develops in group-based physical activity contexts
Cryptosporidium cuniculus - new records in human and kangaroo in Australia
BACKGROUND: To date, Cryptosporidium cuniculus has been found exclusively in rabbits and humans. The present study provides the first published molecular evidence for C. cuniculus in an Australian human patient as well as a kangaroo. FINDINGS: Using PCR-based sequencing of regions in the actin, 60 kDa glycoprotein (gp60) and small subunit of ribosomal RNA (SSU) genes, we identified a new and unique C. cuniculus genotype (akin to VbA25) from a human, and C. cuniculus genotype VbA26 from an Eastern grey kangaroo (Macropus giganteus) in Australia. CONCLUSIONS: The characterisation of these genotypes raises questions as to their potential to infect humans and/or other animals in Australia, given that C. cuniculus has been reported to cause cryptosporidiosis outbreaks in Europe
Self-Regulation in a Web-Based Course: A Case Study
Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the studentsâ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy useâself-efficacy, goal orientation, interest, and attributionsâwere shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered
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
The influence of body weight on the pulmonary oxygen uptake kinetics in pre-pubertal children during moderate- and heavy intensity treadmill exercise
To assess the influence of obesity on the oxygen uptake (VËO2) kinetics of pre-pubertal children during moderate- and heavy intensity treadmill exercise. We hypothesised that obese (OB) children would demonstrate significantly slower VËO2 kinetics than their normal weight (NW) counterparts during moderate- and heavy intensity exercise. 18 OB (9.8 ± 0.5 years; 24.1 ± 2.0 kg m2) and 19 NW (9.7 ± 0.5 years; 17.6 ± 1.0 kg m2) children completed a graded-exercise test to volitional exhaustion and two submaximal constant work rate treadmill tests at moderate (90 % gas exchange threshold) and heavy (â40 %) exercise intensities. Bodyweight significantly influenced the VËO2 kinetics during both moderate- and heavy exercise intensities (P < 0.05). During moderate intensity exercise, the phase II Ï (OB: 30 ± 13 cf. NW: 22 ± 7 s), mean response time (MRT; OB: 35 ± 16 cf. NW: 25 ± 10 s), phase II gain (OB: 156 ± 21 cf. NW: 111 ± 18 mLO2 kgâ1 kmâ1) and oxygen deficit (OB: 0.36 ± 0.11 cf. NW: 0.20 ± 0.06 L) were significantly higher in the OB children (all P < 0.05). During heavy intensity exercise, the Ï (OB: 33 ± 9 cf. NW: 27 ± 6 s; P < 0.05) and phase II gain (OB: 212 ± 61 cf. NW: 163 ± 23 mLO2 kgâ1 kmâ1; P < 0.05) were similarly higher in the OB children. A slow component was observed in all participants during heavy intensity exercise, but was not influenced by weight status. In conclusion, this study demonstrates that weight status significantly influences the dynamic VËO2 response at the onset of treadmill exercise in children and highlights that the deleterious effects of being obese are already manifest pre-puberty
Towards a âLong Viewâ: Historical Perspectives on the Scaling and Replication of Social Ventures
Social ventures are now widely regarded as playing an essential role in addressing persistent and pervasive societal challenges. This insight has prompted an active search for readily-scaleable and replicable business models. However, relatively little consideration has been given to the longer-term growth and performance of these hybrid organizational forms. This paper examines how historically-informed research might enhance our understanding of growth processes. It considers the conceptualization of organizational growth in social ventures and the relevance of prevailing constructs. The explanatory potential of âlong viewâ approaches examined by applying three constructs, opportunity recognition, entrepreneurial adjustment, and institutional structure, in a comparative historical analysis of two British social ventures
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