Sight versus Sound: The Differential Impact of Mediated Spectator Response in Sport Broadcasts     

R. Glenn Cummins  Collin K. Berke  Alexander Moe  Zijian Gong 《广播与电子媒介杂志》2019,63(1):111-129

Despite the research examining various production aspects of broadcast sport, scholars have generally overlooked a ubiquitous sonic component of broadcasts—spectators’ aural response (i.e., crowd noise). Such cues can act as a heuristic to influence perceptions of competition, particularly in the absence of visuals. Using continuous response measurement, this experiment demonstrates how mediated spectator response in the form of crowd noise yields enhanced perceptions of the exciting nature of broadcast sport, although the effect is diminished in televised sports. Implications are suggested for contemporary sport consumption, where aural cues can draw attention to game events in multi-screen viewing scenarios.  相似文献   

Brief Research Report: A User Friendly Effect Size—When Normality Matters     

Glenn Thomas Waterbury  Christine E. DeMars 《Journal of Experimental Education》2019,87(2):260-268

There is a need for effect sizes that are readily interpretable by a broad audience. One index that might fill this need is π, which represents the proportion of scores in one group that exceed the mean of another group. The robustness of estimates of π to violations of normality had not been explored. Using simulated data, three estimates of π (π? _direct, r, and r_robust) were studied under varying conditions of sample size, distribution shape, and group mean difference. This study demonstrated that r and r_robust were biased estimates of π when data were nonnormal. We recommend that neither be used in estimating π unless data are normally distributed.  相似文献   

Roles for Inferential Statistics in Educational Research     

Thomas Maguire  Glenn Rowley 《Educational Philosophy and Theory》1992,24(2):56-77

  相似文献   

VINCE—an on-line tutorial tool for teaching introductory programming     

Glenn Rowe  & Gareth Thorburn 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):359-369

We describe a tutorial tool which allows the execution of a C program to be graphically displayed. VINCE (Visual Instruction for Novices in a C Environment) is written in Java, allowing it to be used on the web. The student can enter their own C code, or select from a menu of pre-written tutorials, each illustrating a particular aspect of programming. The tool provides a simulated map of the computer's memory, showing where pointers and variables are stored. The map is dynamically updated as the program is executed. Explanatory notes for each step are provided. The program's function stack may be viewed. At present, the tool can only deal with syntactically correct C code. The package may be used at http://alife.mic.dundee.ac.uk/growe/VINCE/tutorial01.html  相似文献   

Impact of federal legislation and policy on VR services for consumers who are deaf or hard of hearing: perspectives of agency administrators and program specialists     

Anderson GB  Boone SE  Watson D 《American annals of the deaf》2003,148(4):315-322

The authors report on a national survey of administrators and program specialists at 43 state vocational rehabilitation (VR) agencies concerning the impact of federal employment legislation and rehabilitation policies on the provision of services to consumers who are deaf or hard of hearing. The article focuses on 5 initiatives enacted to enhance efforts to help people with disabilities achieve competitive employment and self-sufficiency: the Workforce Investment Act of 1998, Order of Selection policies established by state agencies, Interagency Agreements between VR and postsecondary programs, the Comprehensive System of Personnel Development, and the Ticket to Work and Work Incentives Improvement Act of 1999. The article concludes with a summary of state agencies' priorities and needs in regard to technical assistance to enhance the provision of VR services.  相似文献   

Developing Food Science Core Competencies in Vietnam: The Role of Experience and Problem Solving in an Industry‐Based Undergraduate Research Course          下载免费PDF全文

Karen LeGrand  Lina Yamashita  Cary J. Trexler  Thi Lam An Vu  Glenn M. Young 《Journal of Food Science Education》2017,16(4):118-130

Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges.  相似文献   

An assessment of international college student adjustment     

Peggy G. Kaczmarek  Glenn Matlock  Rod Merta  Michael H. Ames  Meredith Ross 《International journal for the advancement of counseling》1994,17(4):241-247

International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs.  相似文献   

Six high-intensity interval training sessions over 5 days increases maximal oxygen uptake,endurance capacity,and sub-maximal exercise fat oxidation as much as 6 high-intensity interval training sessions over 2 weeks     

Muhammed M. Atakan  Yasemin Güzel  Süleyman Bulut  ükran N. Koar  Glenn K. McConell  Hüseyin H. Turnagl 《运动与健康科学(英文)》2021,10(4):478

BackgroundHigh-intensity interval training (HIIT) induces similar or even superior adaptations compared to continuous endurance training. Indeed, just 6 HIIT sessions over 2 weeks significantly improves maximal oxygen uptake (VO_2max), submaximal exercise fat oxidation, and endurance performance. Whether even faster adaptations can be achieved with HIIT is not known. Thus, we aimed to determine whether 2 sessions of HIIT per day, separated by 3 h, every other day for 5 days (double HIIT (HIIT-D), n = 15) could increase VO_2max, submaximal exercise fat oxidation, and endurance capacity as effectively as 6 sessions of HIIT over 2 weeks (single HIIT (HIIT-S), n = 13).MethodsEach training session consisted of 10 × 60 s of cycling at 100% of VO_2max interspersed with 75 s of low-intensity cycling at 60 watt (W). Pre- and post-training assessments included VO_2max, time to exhaustion at ∼80% of VO_2max, and 60-min cycling trials at ∼67% of VO_2max.ResultsSimilar increases (p < 0.05) in VO_2max (HIIT-D: 7.7% vs. HIIT-S: 6.0%, p > 0.05) and endurance capacity (HIIT-D: 80.1% vs. HIIT-S: 79.2%, p > 0.05) were observed. Submaximal exercise carbohydrate oxidation was reduced in the 2 groups after exercise training (HIIT-D: 9.2%, p = 0.014 vs. HIIT-S: 18.8%, p = 0.012) while submaximal exercise fat oxidation was significantly increased in HIIT-D (15.5%, p = 0.048) but not in HIIT-S (9.3%, p = 0.290).ConclusionSix HIIT sessions over 5 days was as effective in increasing VO_2max and endurance capacity and was more effective in improving submaximal exercise fat oxidation than 6 HIIT sessions over 2 weeks.  相似文献   

Evolution of Novice Programming Environments: The Structure Editors of Carnegie Mellon University     

Philip Miller  Glenn Meter  Scott Vorthmann 《Interactive Learning Environments》2013,21(2):140-158

Abstract

Beginning in the early 1980s, the Computer Science Department at Carnegie Mellon University developed and used three generations of novice programming environments. The focus of these systems was to apply, advance and tune structure editor technology in support of the teaching and learning of computer programming. The use of these pedagogical systems in Carnegie Mellon's introductory programming courses provided feedback and inspiration to guide the projects. This paper tracks the evolution of the programming environments and courses, documenting important lessons and discoveries about novice programmers and the environments that support them.  相似文献   

Silences of ethical practice: dilemmas for researchers using social media     

Michael Henderson  Nicola F. Johnson  Glenn Auld 《Educational Research and Evaluation》2013,19(6):546-560

Social media, such as social network sites and blogs, are increasingly being used as core or ancillary components of educational research, from recruitment to observation and interaction with researchers. However, this article reveals complex ethical dilemmas surrounding consent, traceability, working with children, and illicit activity that we have faced as education researchers for which there is little specific guidance in the literature. We believe that ethical research committees cannot, and should not, be relied upon as our ethical compass as they also struggle to deal with emerging technologies and their implications. Consequently, we call for researchers to report on the ethical dilemmas in their practice to serve as a guide for those who follow. We also recommend considering research ethics as an ongoing dialogical process in which the researcher, participants, and ethics committee work together in identifying potential problems as well as finding ways forward.  相似文献