How accurately does the VIVO Harvester reflect actual Clinical and Translational Sciences Award–affiliated faculty member publications?     

Jonathan D. Eldredge  Philip J. Kroth  Cristina Murray-Krezan  Chad M. Hantak  Edward F. Weagel  Gale G. Hannigan 《Journal of the Medical Library Association》2015,103(1):19-21

Objective:

The research tested the accuracy of the VIVO Harvester software in identifying publications authored by faculty members affiliated with a National Institutes of Health Clinical and Translational Sciences Award (CTSA) site.

Methods:

Health sciences librarians created “gold standard” lists of references for the years 2001 to 2011 from PubMed for twenty-five randomly selected investigators from one CTSA site. These gold standard lists were compared to the same twenty-five investigators'' reference lists produced by VIVO Harvester. The authors subjected the discrepancies between the lists to sensitivity and specificity analyses.

Results:

The VIVO Harvester correctly identified only about 65% of the total eligible PubMed references for the years 2001–2011 for the CTSA-affiliated investigators. The identified references produced by VIVO Harvester were precise yet incomplete. The sensitivity rate was 0.65, and the specificity rate was 1.00.

Conclusion:

While the references produced by VIVO Harvester could be confirmed in PubMed, the VIVO Harvester retrieved only two-thirds of the required references from PubMed. National Institutes of Health CTSA sites will need to supplement VIVO Harvester–produced references with the expert searching skills of health sciences librarians.

Implications:

Health sciences librarians with searching skills need to alert their CTSA sites about these deficiencies and offer their skills to advance their sites'' missions.  相似文献   

Patterns of barbell acceleration during the snatch in weightlifting competition     

Kristof Kipp  Chad Harris 《Journal of sports sciences》2015,33(14):1467-1471

The purpose of this study was to determine the association between weightlifting performance and vertical barbell acceleration patterns. Barbell kinematic time-series data were tracked from 18 snatches from six weightlifters during a regional weightlifting competition. These data were used to calculate vertical barbell accelerations. Time-series data were normalised to 100% of lift phase, defined as the time interval between barbell lift-off and maximum height of the barbell during each snatch lift. The time-series data were then entered into a pattern recognition algorithm that extracted principal patterns and calculated principal pattern scores. Body mass-normalised lift weight, which was used to quantify weightlifting performance, was significantly correlated (r = 0.673; P = 0.033) with a pattern that captured a difference in peak vertical barbell acceleration between the transition and the second pull phase. This correlation indicated that barbell acceleration profiles of higher weight snatch lifts were characterised by smaller decreases in acceleration during the second knee bend and smaller peak acceleration during the second pull phase. Weightlifting coaches and sports scientist should monitor and track vertical acceleration of the barbell, with focus on acceleration profiles that limit (1) deceleration during the transition phase between the first and second pull and (2) peak acceleration during the second pull phase of the snatch.  相似文献   

From the Editor     

Ellett  Chad D. 《Educational Assessment, Evaluation and Accountability》2001,15(1):5-6

Educational Assessment, Evaluation and Accountability -  相似文献   

From the Editor     

Ellett  Chad D. 《Educational Assessment, Evaluation and Accountability》2001,15(3):163-163

Educational Assessment, Evaluation and Accountability -  相似文献   

Assessing Enhancement of Learning, Personal Learning Environment, and Student Efficacy: Alternatives to Traditional Faculty Evaluation in Higher Education     

Chad D. Ellett  Karen S. Loup  RIta R. Culross  Joanne H. McMullen  John K. Rugutt 《Journal of Personnel Evaluation in Education》1997,11(2):167-192

This study was informed by three bodies of important literature: (1) research on faculty teaching performance and course evaluation in higher education, (2) research on students' personal (constructivist-based) views of characteristics of teaching and learning environments, and (3) human efficacy. The article describes the development and validation of a new measure designed to assess students' perceptions of the extent to which higher education learning environment characteristics enhance students' personal learning. Results of factor analyses of the Student Assessment of Teaching and Learning (SATL) and criterion-related validity analyses are reported for 2,190 students in 145 separate classes. Criteria used for analysis are (1) measures of students' perceptions of constructivist-based, personal learning environments and students' self-efficacy beliefs, (2) course emphasis on higher-order thinking skills and personal and applied knowledge, and (3) two summative judgments of overall course quality. Implications of the findings are discussed in light of using student rating information for formative evaluation purposes and using students' reflections on personal learning as an element of assessing the quality of teaching and learning in higher education settings. This latter view is contrasted to procedures that are more traditionally used to evaluate faculty, teaching, and course characteristics.  相似文献   

Modeling Secondary Students’ Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory     

Rachmatullah  Arif  Reichsman  Frieda  Lord  Trudi  Dorsey  Chad  Mott  Bradford  Lester  James  Wiebe  Eric 《Journal of Science Education and Technology》2021,30(4):511-528

Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of...  相似文献   

Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education     

Morrison  Judith  Frost  Janet  Gotch  Chad  McDuffie  Amy Roth  Austin  Bruce  French  Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123

International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining...  相似文献   

Evaluation of bidirectional interstimulus interval (ISI) shift in auditory delay eye-blink conditioning in healthy humans     

Steinmetz AB  Skosnik PD  Edwards CR  Bolbecker AR  Steinmetz JE  Hetrick WP 《Learning & behavior》2011,39(4):358-370

Delay eye-blink conditioning is an associative learning task that can be utilized to probe the functional integrity of the cerebellum and related neural circuits. Typically, a single interstimulus interval (ISI) is utilized, and the amplitude of the conditioned response (CR) is the primary dependent variable. To study the timing of the CR, an ISI shift can be introduced (e.g., shifting the ISI from 350 to 850 ms). In each phase, a conditioned stimulus (e.g., a 400- or 900-ms tone) coterminates with a 50-ms corneal air puff unconditioned stimulus. The ability of a subject to adjust the CR to the changing ISI constitutes a critical timing shift. The feasibility of this procedure was examined in healthy human participants (N = 58) using a bidirectional ISI shift procedure while cortical event-related brain potentials were measured. CR acquisition was faster and the responses better timed when a short ISI was used. After the ISI shift, additional training was necessary to allow asymptotic responding at the new ISI. Interestingly, auditory event-related potentials to the CR were not associated with conditioning measures at either ISI.  相似文献   

The effects of load on system and lower-body joint kinetics during jump squats     

Gavin L. Moir  Jared M. Gollie  Shala E. Davis  John J. Guers  Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506

To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power.  相似文献   

Enacting policy: the capacity of school leaders to support early career teachers through policy work     

Anna M. Sullivan  Chad Morrison 《The Australian Educational Researcher》2014,41(5):603-620

Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.  相似文献