The Road Back to You: An Enneagram Journey to Self-Discovery,     

Elizabeth Simmons  David M. Johnstone 《Christian Higher Education》2018,17(3):175-177

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Elbow joint kinematics during cricket bowling using magneto-inertial sensors: A feasibility study     

Denny Wells  Jacqueline Alderson  Valentina Camomilla  Cyril Donnelly  Bruce Elliott  Andrea Cereatti 《Journal of sports sciences》2019,37(5):515-524

Magnetic and inertial measurement units (MIMUs) may provide an accessible, three-dimensional, in-field alternative to laboratory-restricted marker-based motion capture. Existing upper limb MIMU models have predominantly been validated with low-velocity motion and their suitability for use with sport-based movements remains relatively untested. We propose a MIMU system approach to enable the estimation of anatomically meaningful and participant-specific elbow kinematics with considerations for use with cricket bowling. A novel standardised elbow reference posture of 90 degrees flexion and 0 deg pronation, and functional definition of elbow joint axes of rotation calibrated the MIMU method model before it was validated across three experiments: (1) simple elbow rotations with a mechanical linkage; (2) low-velocity elbow rotations in human participants; and (3) low-medium velocity sport-based movements in human participants. The proposed MIMU method demonstrated high elbow kinematic measurement agreement when compared with a criterion measure across all three conditions. However, during experiment 3, sensor components neared their measurement capacity and the MIMU method elbow flexion measurement variability increased. We conclude that the proposed MIMU method can estimate anatomically referenced, participant-specific joint angles, however, the hardware specifications of currently available systems may limit application in high-velocity/acceleration situations, preventing the measurement of cricket bowling in-field for now.  相似文献   

Rapid demand curves for behavioral economics     

Thomas G. Raslear  Richard A. Bauman  Steven R. Hursh  David Shurtleff  Laurence Simmons 《Learning & behavior》1988,16(3):330-339

A method for determining the relationship between food consumption and the price of food (demand function) in behavioral economic experiments is described. Although previous methods have generally required as long as 40 days, the present method can generate a complete demand function within 7 days, and therefore may be more suitable for use in the evaluation of drugs, toxins, and physiological/anatomical interventions. Moreover, measures of circadian rhythmicity, post-reinforcement pause durations, and interresponse times can also be generated. Three experiments tested the stability of the method in a variety of procedural manipulations: repeated exposure to the procedure, increasing versus random daily food price, and size of daily changes in food price. The procedure generated demand functions that were similar to those that require more extended testing, and the demand functions were not generally affected by procedural manipulations. Body weight, which can also affect consumption, generally decreases with increases in the price of food; so this variable should be recorded and used as a covariate in analyzing demand functions. With the exception of circadian rhythmicity, the other measures were stable across procedural variations and showed expected changes as a function of food price: postreinforcement pause durations increased as price increased, but interresponse times did not.  相似文献   

A modified accomplishment record approach to evaluating teaching effectiveness under the talent development model     

Cyril J. Sadowski  Allen K. Hess 《Journal of Personnel Evaluation in Education》1994,8(1):41-46

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"Expert" and "novice" subjects’ approaches to genetic problem solving in a computer-based setting     

Dr Judith F. Kinnear  Dr Patricia E. Simmons 《Research in Science Education》1990,20(1):171-180

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Curriculum Alignment with a Mission of Social Change in Higher Education     

Iris M. Yob  Steven L. Danver  Sheryl Kristensen  William Schulz  Kathy Simmons  Henry M. Brashen  Rebecca Sidler Krysiak  Linda Kiltz  Linda Gatlin  Suzanne Wesson  Diane R. Penland 《Innovative Higher Education》2016,41(3):203-219

Institutions of higher education frequently acknowledge their role in contributing to the common good through their mission statements. The current literature suggests that in order to be effective mission statements must be clearly articulated and reflected in all the activities of the institution including its curriculum. Faculty members at Walden University developed a Curriculum Guide for Social Change that could serve as a tool for reviewing current course offerings and developing new courses to reflect its mission of “creating positive social change.” Those involved in piloting the Guide report on the process in this article. The general consensus is that it was time-consuming and frequently subjective; but the Guide gave substance to the institution’s mission, opening the way for its fuller implementation.  相似文献   

The Education of Women in Saudi Arabia     

Haya Saad AL Rawaf  Cyril Simmons 《比较教育学》1991,27(3):287-295

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The effect of systematic training in elaboration on word meaning and prose comprehension in poor readers     

Che Kan Leong  Donald R. Simmons  MaryAnne Izatt-Gambell 《Annals of dyslexia》1990,40(1):192-215

This paper reports two interrelated, exploratory training studies to promote word knowledge and textual comprehension through elaboration in poor readers compared with their controls. The results suggest that systematic, sustained in situ training helped these poor readers, although both the training approaches and stimulus materials would need refinement. The study was assisted in part by the Social Sciences and Humanities Research Council of Canada with SSHRCC research grants Nos. 410-87-0058 and 410-89-0128 awarded to Che Kan Leong.  相似文献   

Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties     

Melissa Fogarty  Michael D. Coyne  Leslie E. Simmons  Deborah C. Simmons  Maria Henri  Oi-Man Kwok 《Journal of research on educational effectiveness》2020,13(2):271-297

Abstract

In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction.  相似文献   

Instruction in Pre‐reading Skills in Preschool Children and its Effect on the Subsequent Rate of Reading Attainment     

R. J. Riding  L. Simmons 《教育心理学》1989,9(3):247-252

The effect of three preschool conditions on early reading attainment in the first four terms at primary school was studied. The conditions were: (a) nursery education with computer‐presented structured pre‐reading instruction comprising visual and auditory discrimination and recognition of letter shapes and sounds, (b) ‘normal’ nursery activities, and (c) no formal nursery education. The initial reading performance of these children in the three conditions was then monitored during their first two terms in the same class group of a first school. The group who received pre‐reading skills training was found not only to learn to read more quickly in terms of the number of books in the reading scheme read, but for this superiority to increase over the two terms, compared to the nursery only and the no‐nursery groups. Both the nursery conditions were superior to the no‐nursery group. The results were interpreted as indicating the importance of structured learning of basic pre‐reading skills and of the computer as an effective means of presenting them.  相似文献