Predicting Student Success in Online Physical Education

Background/Purpose: Scholars have posited that the demand for online learning is not going away, and the question is no longer if online physical education (OLPE) is practical but rather, what are the most effective ways of administering OLPE to accommodate students (Daum & Buschner, 2012). Currently, limited data are available on student retention rates and attrition factors in OLPE courses. Several early OLPE studies (Brewer, 2001; Mosier, 2010; Ransdell et al., 2008) as well as the 2007 NASPE Initial Guidelines for Online Physical Education have suggested that certain prescreening efforts be in place prior to student enrollment in OLPE, however, at present no such empirically sound and theoretically based screening instruments exist. Screening and pre-screening systems can help identify students who are at risk of failing and/or not completing online coursework. The purpose of the study is to identify online student cognitive characteristics and environmental factors associated with success and/or failure within college online health-related fitness (HRF) courses. Methods/Analysis: Students (N=821) enrolled in Auburn University\u27s 16-week online HRF course---Active Auburn--- during the Fall 2017 participated in the study. At the beginning of the course, participants responded to two previously validated research instruments, the Educational Success Prediction Instrument Version-2 (ESPRI-V2; Roblyer, et al., 2008) and the Distance Learning Survey (DLS; Osborn, 2001). A Pearson\u27s Chi Square analysis was used for student demographic and environmental categorical data. Next, a one-way between subjects analysis of variance (ANOVA) was employed to compare completers and non-completers mean scores for each ESPRI-V2 and DLS cognitive factor (i.e. study environment). Lastly, a direct binary logistic regression was performed to assess the impact of significant factors from the previous analysis on the likelihood that student would complete or not complete an online HRF course. Results: The model contained 6 independent variables (GPA, class standing, hours worked outside of school, achievement, organization and study environment). The full model containing all predictors was statistically significant (&khgr; 2 (6, N=821) = 94.296, p\u3c.001), indicating that the model was able to distinguish between students who completed and did not complete the online HRF course. Four of the independent variables made a unique statistically significant contribution to the model: (1) GPA, (2) Class Standing, (3) Hours Worked Outside of School and (4) Organization. The strongest predictor of a course completion were student who reported entering the course with a GPA of 2.6- 4.0, recording an odds ratio of 3.96. This indicated that students who entered the course with a GPA above a 2.6 were almost 4 times more likely to complete an online HRF course than those who entered with a lower GPA, controlling for all other factors in the model. Conclusion: Upon course entry, students who did not complete the course generally reported a combination of the following factors: GPA below 2.6, worked more than 20 hours outside of school, underclassman class standing, and reported weak organizational beliefs. This analysis provides an initial understanding of the unique student characteristics affecting online HRF course completion

Training Online Physical Educators: A Phenomenological Case Study

Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology

Accurate early positions for Swift GRBS: enhancing X-ray positions with UVOT astrometry

Here we describe an autonomous way of producing more accurate prompt XRT positions for Swift-detected GRBs and their afterglows, based on UVOT astrometry and a detailed mapping between the XRT and UVOT detectors. The latter significantly reduces the dominant systematic error -- the star-tracker solution to the World Coordinate System. This technique, which is limited to times when there is significant overlap between UVOT and XRT PC-mode data, provides a factor of 2 improvement in the localisation of XRT refined positions on timescales of less than a few hours. Furthermore, the accuracy achieved is superior to astrometrically corrected XRT PC mode images at early times (for up to 24 hours), for the majority of bursts, and is comparable to the accuracy achieved by astrometrically corrected X-ray positions based on deep XRT PC-mode imaging at later times (abridged).Comment: 12 pages, 8 figures, 1 table, submitted to Astronomy and Astrophysics, August 7th 200

The Swift X-Ray Telescope: Status and Performance

We present science highlights and performance from the Swift X-ray Telescope (XRT), which was launched on November 20, 2004. The XRT covers the 0.2-10 keV band, and spends most of its time observing gamma-ray burst (GRB)afterglows, though it has also performed observations of many other objects. By mid-August 2007, the XRT had observed over 220 GRB afterglows, detecting about 96% of them. The XRT positions enable followup ground-based optical observations, with roughly 60% of the afterglows detected at optical or near IR wavelengths. Redshifts are measured for 33% of X-ray afterglows. Science highlights include the discovery of flaring behavior at quite late times, with implications for GRB central engines; localization of short GRBs, leading to observational support for compact merger progenitors for this class of bursts; a mysterious plateau phase to GRB afterglows; as well as many other interesting observations such as X-ray emission from comets, novae, galactic transients, and other objects.Comment: 9 pages, 14 figure

Mixed Chamber Ensembles

Kennesaw State University School of Music presents Mixed Chamber Ensembles, 4:00 performance.https://digitalcommons.kennesaw.edu/musicprograms/1428/thumbnail.jp

The Swift X-Ray Te1escope: Status and Performance

We present science highlights and performance from the Swift X-ray Telescope (XRT), which was launched on November 20,2004. The XRT covers the 0.2-10 keV band, and spends most of its time observing gamma-ray burst (GRB) afterglows, though it has also performed observations of many other objects. By mid-August 2007, the XRT had observed over 220 GRB afterglows, detecting about 96% of them. The XRT positions enable followup ground-based optical observations, with roughly 60% of the afterglows detected at optical or near IR wavelengths. Redshifts are measured for 33% of X-ray afterglows. Science highlights include the discovery of flaring behavior at quite late times, with implications for GRB central engines; localization of short GRBs, leading to observational support for compact merger progenitors for this class of bursts; a mysterious plateau phase to GRB afterglows; as well as many other interesting observations such as X-ray emission from comets, novae, galactic transients, and other objects

Effect of Endocrine Disruptor Pesticides: A Review

Endocrine disrupting chemicals (EDC) are compounds that alter the normal functioning of the endocrine system of both wildlife and humans. A huge number of chemicals have been identified as endocrine disruptors, among them several pesticides. Pesticides are used to kill unwanted organisms in crops, public areas, homes and gardens, and parasites in medicine. Human are exposed to pesticides due to their occupations or through dietary and environmental exposure (water, soil, air). For several years, there have been enquiries about the impact of environmental factors on the occurrence of human pathologies. This paper reviews the current knowledge of the potential impacts of endocrine disruptor pesticides on human health

GRB 070328: Swift/XRT refined analysis

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Modified MAX Phase Synthesis for Environmentally Stable and Highly Conductive Ti3C2 MXene

One of the primary factors limiting further research and the commercial use of the two-dimensional (2D) MXene titanium carbide (Ti3C2), as well as MXenes in general, is the rate at which freshly made samples oxidize and degrade when stored as aqueous suspensions. Here, we show that including excess aluminum during synthesis of the Ti3AlC2 MAX phase precursor leads to the creation of Ti3AlC2 grains with improved stoichiometry and crystallinity. Ti3C2 nanosheets produced from the improved Ti3AlC2 are of higher quality, as evidenced by their increased resistance to oxidation and an increase in their electrical conductivity to 20,000 S/cm. Our results indicate that defects created during the synthesis of Ti3C2 (and by inference, other MXenes) lead to the previously observed instability. We show that by eliminating those defects results in Ti3C2 that is highly stable in aqueous solutions and in air. Aqueous suspensions of single- to few-layer Ti3C2 flakes produced from the modified Ti3AlC2 have a shelf life of over ten months, compared to one to two weeks for Ti3C2 produced from conventional Ti3AlC2, even when stored in ambient conditions. Freestanding films made from Ti3C2 suspensions stored for ten months show minimal decreases in electrical conductivity and negligible oxidation. Oxidation of the improved Ti3C2 in air initiates at temperatures that are 100-150°C higher than conventional Ti3C2. The observed improvements in both the shelf life and properties of Ti3C2 will facilitate the widespread use of this material. <br /