Celebrating the Practice of Distance Learning     

Anthony A. Piña  Linda L. Campion 《TechTrends》2017,61(5):408-409

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Belonging and rejection: racism,resistance and exclusion     

Julie White  André de Quadros  Dave Kelman 《International Journal of Inclusive Education》2017,21(11):1081-1082

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The impact of color and role on retention of knowledge: a body-painting study within undergraduate medicine     

Finn GM  White PM  Abdelbagi I 《Anatomical sciences education》2011,4(6):311-317

Body painting as a tool for teaching anatomy is becoming increasingly popular as it is fun and diffuses the formal academic context. Students claim bright color plays a significant role in retention of knowledge from painting sessions. Medical students (n = 117) were divided into two conditions: block color (CLR) and black outlines (BLK). Students completed a pre-test before a body painting teaching session on abdominal referred pain. CLR students used bright block colors, and BLK students mapped outlines in black. Immediately afterward, students sat a mid-test to compare the conditions. Students completed a post-test to compare long-term retention of knowledge four weeks later. There was no difference in knowledge between the two conditions immediately after the teaching (P = 0.653). There was no significant difference in long-term retention of knowledge between those using black outlines and those using color (P = 0.278). The use of color had no impact on short-term or long-term retention of knowledge, despite previously collected qualitative data that color helped memorization. Despite there being no immediate difference in the amount of information retained, the students' enthusiasm for body painting and the use of bold colors warrant body painting's inclusion within the anatomy curriculum. Acceptability plays a significant role in the success of any teaching modality. Additionally, students who undertook the roles of painter or canvas retained similar amounts of information after six weeks (P = 0.505). Students' classification as verbalizer or visualizer did not impact on their test performance.  相似文献   

Elementary School Children's Reasoning About Social Class: A Mixed‐Methods Study          下载免费PDF全文

Rashmita S. Mistry  Christia S. Brown  Elizabeth S. White  Kirby A. Chow  Cari Gillen‐O'Neel 《Child development》2015,86(5):1653-1671

The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10‐ to 12‐year‐old children of diverse racial, ethnic, and socioeconomic backgrounds attending a laboratory elementary school in Southern California. Results indicated that children's SSS ratings correlated with indicators of family socioeconomic status and were informed by material possessions, lifestyle characteristics, and social and societal comparisons. Children rated the poor as having fewer positive attributes and more negative attributes than the middle class, and fewer positive attributes than the rich. Lower SSS children held less positive attitudes toward the poor than children with middle SSS ratings.  相似文献   

Toward a Multilevel Framework to Examine the Underrepresentation of Racial Minorities in Golf Within the United States     

Anthony Rosselli  John N. Singer 《Quest (Human Kinetics)》2015,67(1):44-55

In the current U.S. economy, leaders in the golf business are increasingly concerned with the long-term growth potential for the game, particularly at the recreational level. Adding to that concern is the underrepresentation of Blacks and Hispanics who participate in golf at a time when the latter group is demonstrating exponential growth in the U.S. population. This article examines those and other factors that are contributing to the declining trend in golf participation by using a three-level analytic framework. Specific examples of factors at each level are discussed along with strategies for research and practice.  相似文献   

Safety and security in schools in KwaZulu-Natal     

C.J. White  J.M. Gina  I.E.M. Coetzee 《Educational studies》2015,41(5):551-564

This article is based on research conducted on the topic: Safety and security in schools: The case of KwaZulu-Natal. For the research project a purposive sample consisting of secondary school learners, teachers, school governing body chairpersons and principals were selected from the rural and township schools used in this study to explore the views of respondents about the state of safety and security in their school environments. The research was grounded in the social interpretive tradition, using an ethnographic research design, with one-on-one and focus group interviews. Data were analysed using critical discourse analysis to construct the main theme: namely, safety within schools. The findings indicated that learners and teachers are not safe in their schools. Lack of safety and security is characterised by the vulnerability of schools with regard to issues such as fighting, violent murders, sexual harassment, stabbings, the use of derogatory language and threats. It is argued that there is an urgent need to address the concerns of the participants.  相似文献   

Environmental sustainability in higher education: What do academics think?     

Belinda A. Christie  Raylene Cooke  John G. White 《Environmental Education Research》2015,21(5):655-686

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The effect of hydration status on appetite and energy intake     

Robert Anthony Corney  Caroline Sunderland  Lewis John James 《Journal of sports sciences》2015,33(8):761-768

This study investigated the effect of hypohydration produced by exercise and sub-optimal rehydration on appetite and energy intake. Ten males lost ~2% body mass through evening exercise in the heat (35°C). Over the next 13 h, participants were re-fed and either rehydrated (RE: water equal to 175% of body mass loss (BML)) or remained hypohydrated (HYPO: 200 ml water), until the following morning. Urine samples, blood samples and subjective feelings were collected pre-exercise, post-exercise and 13 h post-exercise, with an ad libitum breakfast provided 13 h post-exercise. Total BML at 13 h post-exercise was greater during HYPO (2.8 (0.5)%) than RE (0.5 (0.5)%). Energy intake at the ad libitum breakfast was similar between trials (RE: 4237 (1459) kJ; HYPO: 4612 (1487) kJ; P = 0.436), with no difference in energy consumed in foods (P = 0.600) or drinks (P = 0.147). Total water ingestion at the ad libitum breakfast meal was greater during HYPO (1641 (367) ml) than RE (797 (275) ml) (P < 0.001), with this being explained by increased water intake through fluids (P < 0.001). Thirteen hours post-exercise, participants reported greater thirst (P < 0.001) and lower fullness (P < 0.01) during HYPO. Alterations in hydration status produced by exercise are unlikely to influence post-exercise food intake and consequently other aspects of recovery or adaptation.  相似文献   

An implicit feedback approach for interactive information retrieval     

Ryen W. White  Joemon M. Jose  Ian Ruthven 《Information processing & management》2006

Searchers can face problems finding the information they seek. One reason for this is that they may have difficulty devising queries to express their information needs. In this article, we describe an approach that uses unobtrusive monitoring of interaction to proactively support searchers. The approach chooses terms to better represent information needs by monitoring searcher interaction with different representations of top-ranked documents. Information needs are dynamic and can change as a searcher views information. The approach we propose gathers evidence on potential changes in these needs and uses this evidence to choose new retrieval strategies. We present an evaluation of how well our technique estimates information needs, how well it estimates changes in these needs and the appropriateness of the interface support it offers. The results are presented and the avenues for future research identified.  相似文献   

Finding a voice? Do literary forms work creatively in teaching poetry writing?     

Anthony Wilson 《Cambridge Journal of Education》2007,37(3):441-457

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