Retention of prose material as a function of rate of presentation and difficulty of material     

Robert Glen George 《Educational technology research and development : ETR & D》1970,18(3):291-299

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Best and worst dressed web courses: Strutting into the 21st century in comfort and style     

Roger Boshier  Mamolete Mohapi  Glen Moulton  Adnan Qayyum  Leslie Sadownik  Mary Wilson 《Distance Education》1997,18(2):327-349

Web courses are constructed as the answer to fiscal crises evoked by neo‐liberal restructuring. They are also touted as an anarchist exemplar of ‘de‐schooling’ as envisaged by Ivan IIlich. The trouble is, some courses are vastly under‐dressed and merely attempt to display a face‐to‐face course on‐line. At the other extreme are those laced with links, animation and more than enough glitter and glam to make Liberace wince. In this study the authors employed a 43‐item coding schedule to examine the accessibility, opportunities for interaction and attractiveness of 127 courses on the web. Interrelationships between the 43 variables and issues pertaining to accessibility, interaction and attractiveness were identified with the aid of SPSS. Exemplary web courses were then distinguished from mediocre web courses. In our view, Madonna exemplifies qualities that should be incorporated into web courses. After examining 127 sites the Madonna award for the ‘best‐dressed’ site went to a University of Wisconsin History course. The ‘worst‐dressed’ award went to a Social Foundations of Education course at a USA State University which exuded glitter but lacked substance. Reasons for these decisions are elaborated. (The word, course, used here, describes what some systems call a unit of study.)  相似文献   

Expectancy and halo effects as a result of artificially induced teacher bias     

Glen Foster  James Ysseldyke 《Contemporary educational psychology》1976,1(1):37-45

This investigation examined the effects of deviancy labels on teachers' expectations of child behavior and their ability to evaluate child behavior objectively. One hundred elementary school teachers were randomly assigned to one of four label groups. Each group dealt with one label (emotionally disturbed, learning disabled, mentally retarded, normal), and each group participated in two separate treatment phases. During Phase I teachers identified behaviors they expected to be displayed by hypothetical children characteristic of the label condition. They were asked to complete a referral form for either a hypothetical normal, mentally retarded, learning disabled, or emotionally disturbed child. During Phase II, each group saw the same videotape of a normal fourth grade boy and completed a second referral form based on the behaviors displayed during this presentation. Experimental procedures were identical for the four groups, except each group was told the child was a member of a different category.Results indicated that teachers hold negative expectancies toward children categorized with a deviancy label and maintain expectancies even when confronted with normal behavior, behavior inconsistent with the stated label. Maintenance of this bias is sufficient to cause teachers to misinterpret actual child behavior, resulting in a halo effect. Results further indicated that the label of educable mentally retarded generated a greater degree of negative bias than did the labels learning disabled or emotionally disturbed, although all three deviancy labels produced negative expectancies and halo effects significantly different from those found under control conditions.  相似文献   

The physical profile of adult male basketball players: Differences between competitive levels and playing positions     

Davide Ferioli  Ermanno Rampinini  Andrea Bosio  Antonio La Torre  Matteo Azzolini  Aaron J. Coutts 《Journal of sports sciences》2018,36(22):2567-2574

This study examined the physical differences in adult male basketball players of different competitive level and playing position using a large cohort. In the middle of the regular season, 129 players from four different Divisions completed a Yo-YoIR1 and, after 3-to-8 days, they performed a 6-min continuous running test (Mognoni’s test), a counter-movement jump (CMJ) test and a 5-min High-intensity Intermittent running test (HIT). Magnitude-based inferences revealed that differences in HIT were very likely moderate between Division I and II and likely small between Division II and III. The differences in absolute peak power and force produced during CMJs between Division I and II and between Division II and III were possibly small. Differences in Yo-YoIR1 and Mognoni’s test were very likely-to-almost certain moderate/large between Division III and VI. We observed possibly-to-likely small differences in HIT and Mognoni’s test between guards and forwards and almost certainly moderate differences in absolute peak power and force during CMJs between guards and centres. The ability to sustain high-intensity intermittent efforts (i.e. HIT) and strength/power characteristics can differentiate between competitive level, while strength/power characteristics discriminate guards from forwards/centres. These findings inform practitioners on the development of identification programs and training activities in basketball.  相似文献   

Cluster score performance of learning disabled students on the Woodcock-Johnson psycho-educational battery     

Patricia C. Walsh  Barbara Lowenthal  Glen Thompson 《Psychology in the schools》1989,26(1):19-27

Research suggests that the Woodcock-Johnson may be ineffective in its ability to identify learning disabled students, to depict their aptitude accurately, and to highlight processing strengths and deficits. Seventy-one previously identified learning disabled students were given the WJPEB, and their cluster score performance was evaluated. Using three different methods of obtaining discrepancies, only slightly more than half of the LD students were identified. Memory deficits were apparent. Support is given for cautious use of the WJPEB in LD diagnosis.  相似文献   

Biceps femoris long head sarcomere and fascicle length adaptations after 3 weeks of eccentric exercise training     

Patricio A.Pincheira  Melissa A.Boswell  Martino V.Franchi  Scott L.Delp  Glen A.Lichtwark 《运动与健康科学(英文)》2022,11(1):43-49

Background:Eccentric exercise increases muscle fascicle lengths;however,the mechanisms behind this adaptation are still unknown.This study aimed to determine whether biceps femoris long head(BFlh)fascicle length increases in response to 3 weeks of eccentric exercise training are the result of an in-series addition of sarcomeres within the muscle fibers.Methods:Ten recreationally active participants(age=27±3 years;mass=70±14 kg;height=174±9 cm;mean±SD)completed 3 weeks of Nordic hamstring exercise(NHE)training on a custom exercise device that was instrumented with load cells.We collected in vivo sarcomere and muscle fascicle images of the BFlh in 2 regions(central and distal)by using microendoscopy and 3 dimension ultrasonography.We then estimated sarcomere length,sarcomere number,and fascicle length before and after the training intervention.Results:Eccentric knee flexion strength increased after the training(15%;p<0.001;η_p²=0.75).Further,we found a significant increase in fascicle length(21%;p<0.001;η_p²=0.81)and sarcomere length(17%;p<0.001;ηp2=0.90)in the distal but not in the central portion of the muscle.The estimated number of sarcomeres in series did not change in either region.Conclusion:Fascicle length adaptations appear to be heterogeneous in the BFlh in response to 3 weeks of NHE training.An increase in sarcomere length,rather than the addition of sarcomeres in series,appears to underlie increases in fascicle length in the distal region of the BFlh.The mechanism driving regional increases in fascicle and sarcomere length remains unknown,but we speculate that it may be driven by regional changes in the pas sive tension of muscle or connective tis sue adaptations.  相似文献   

Synthesizing soft systems methodology and human performance technology     

Glen Scott  Donald J. Winiecki 《Performance Improvement Quarterly》2012,25(3):81-105

Human performance technology (HPT), like other concepts, models, and frameworks that we use to describe the world in which we live and the way we organize ourselves to accomplish valuable activities, is built from paradigms that were fresh and relevant at the time it was conceived and from the fields of study from which it grew. However, when the frameworks used by practitioners grow out of similar paradigms, important things can be missed when designing solutions in performance environments simply because of their practical limitations and exclusion of issues that may warrant our attention. This article looks at the paradigms most commonly used to explain performance environments, both within HPT and by those from other fields. From this a synthesized approach to solving perceived problems in performance environments is provided that introduces Soft Systems Methodology to the HPT practitioner, an approach built on premises very different from those commonly utilized in HPT frameworks.  相似文献   

Derailing intragroup management conflict     

John Bonar  Glen Vaughn 《Performance Improvement》1994,33(1):15-18

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