Developing 21st Century Skills with Online Curation and Social Annotation

Comprend des références bibliographiques

The effectiveness of blended course instruction in second language learning final report, projet #PA2004-016 /

Titre de l'écran-titre (visionné le 27 sept. 2007)Également disponible en format papierBibliogr

The effectiveness of blended course instruction in second language learning final report, projet #PA2004-016 /

Titre de l'écran-titre (visionné le 27 sept. 2007)Également disponible en format papierBibliogr

L'efficacité de l'instruction hybride dans l'apprentissage d'une langue seconde un bref résumé /

Titre de l'écran-titre (visionné le 22 oct. 2007)iÉgalement disponible en format papie

The effectiveness of blended course instruction in second language learning a brief summary /

Titre de l'écran-titre (visionné le 22 oct. 2007)Également disponible en format papie

Leading at the Coal-face: The World as Experienced by Subject Coordinators in Australian Higher Education

This article is based on nationally funded research into the role, capabilities, challenges and professional development needs of subject coordinators in Australian higher education. The second of three data collection phases involved a multi-institutional survey of staff in the role of subject coordinator with the aim of understanding the role through the experiences of those who undertake it. In particular the conceptualization of this lowest level in academe as one of ‘leadership’, and as being the first rung on the academic leadership ladder, formed the underpinning logic for data collection. Results allow for a contemporary picture of leadership responsibilities to be drawn and also highlights some of the challenges which confront staff in this role. The vast majority of staff consider themselves as demonstrating leadership, although they have varying views about how others higher in the management hierarchy understand and appreciate their role. Most see themselves as performing effectively with the key challenges they face highlighted in the article. Outcomes suggest the need to undertake substantial capacity building of leadership for new and incumbent subject coordinators in response to the ever-changing nature of the higher education environment

Thunderstorm-Associated Asthma or Shortness of Breath Epidemic: A Canadian Case Report

Thunderstorm-associated asthma epidemics have been documented in the literature, but no Canadian experience has been reported. On July 31, 2000, a thunderstorm-associated epidemic of asthma or shortness of breath occurred in Calgary, Alberta. The Calgary Health Region investigated the event using diagnostic data from emergency departments, an urgent care medical clinic and patient interviews, in addition to bioaerosol counts, pollutant data and weather data reflecting atmospheric conditions at that time. On July 31, 2000 and August 1, 2000, 157 people sought care for asthma symptoms. The expected number of people to seek care for such symptoms in a 48 h period in Calgary is 17. Individuals with a personal or family history of asthma, allergies or hay fever who were not taking regular medication for these conditions and who were outdoors before the storm appeared to have been preferentially affected. A stagnant air mass the day before the thunderstorm may have resulted in declining bioaerosol concentrations, and the possible accumulation of spore and pollen reservoirs within mould and plant structures. The elevated bioaerosol concentrations observed on the day of the thunderstorm may be attributed to the sudden onset of high winds during the thunderstorm, which triggered a sudden release of spores and pollens into the atmosphere, which was probably responsible for the epidemic. Several pollutant levels slightly increased on the day of the storm and possibly also played a role in symptom development. It is unclear whether an atmospheric pressure drop contributed to the release of spores and pollens

Lower Extremity Kinematics of the Y-Balance Test in Healthy and ACL Injured Adolescent Females

# Background Adolescent females are at significant risk for sustaining an ACL injury. The Y-Balance Test (YBT) is frequently used to evaluate neuromuscular control and lower extremity function. However, few studies have quantified 2D lower extremity kinematics during performance of the YBT, and there is an absence of kinematic data specific to at-risk adolescent females. # Purpose To examine lower extremity joint kinematics during execution of the YBT by healthy and ACL-injured adolescent females. # Study Design Prospective cohort. # Methods Twenty-five healthy and ten ACL-injured (mean time from injury 143 days) adolescent females were assessed using the YBT. Sagittal and frontal plane knee and ankle motion was video recorded during execution of the YBT anterior reach movement. Ankle dorsi-flexion, knee flexion, and knee valgus angles were quantified via kinematic analysis. ANOVAs with a post hoc Bonferroni correction were used to compare YBT scoring (%LL) and kinematic data between groups. Pearson product-moment correlations determined the relationship between kinematic data and YBT scoring. # Results Healthy and ACL-injured subjects demonstrated similar YBT scores and lower extremity kinematic data. Healthy subjects demonstrated a weak positive correlation between ankle dorsiflexion and YBT scoring, and a weak negative correlation between knee valgus and YBT scoring. These relationships did not exist for ACL-injured subjects. Kinematic data for both groups also demonstrated a large degree of variability, regardless of YBT score. # Conclusions Adolescent females frequently utilize a variety of lower extremity movement strategies when performing a functional movement task, and scoring on the YBT offers limited insight regarding lower extremity joint kinematics and ACL-injury risk in a physically active adolescent female population. # Level of Evidence Level 3

Differences in Pre-licensure Interprofessional Learning: Classroom Versus Practice Settings

AbstractBackground: Health Canada and Cochrane reviews indicate a need for rigorous outcome testing following interprofessional learning, particularly in practice settings. This led to research questioning whether knowledge, attitudes, perceptions, values, and skills regarding collaborative patient care improve after interprofessional learning in classroom and practice settings based on the degree of exposure to interprofessional learning compared to a control group.Methods and Findings: Pre-licensure students from seven health-profession programs were assigned to three groups: Control (no intervention), Education (classroom-based interprofessional learning), and Full-Participant (classroom-based and practice-based interprofessional learning). They were later surveyed to assess outcomes. Immersion at an interprofessional practice setting had a greater impact on scores than classroom-based interprofessional education. Both interventions significantly improved attitudes, perceptions, knowledge, and skills related to interprofessional collaboration. Only immersion improved the perceived importance of sharing leadership. Changes after the education intervention persisted at five-month follow-up.Conclusions: Interprofessional learning in classroom and practice settings positively impacted participants' knowledge, attitudes, perceptions and values, and skills regarding interprofessional teamwork. Use of a longitudinal study with a control group provided evidence that pre-licensure interprofessional learning would increase awareness of the need to collaborate. Findings encourage longerterm study of how interprofessional learning in various settings could improve how future practitioners approach patient care