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Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (Mage = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed. 相似文献
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Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis. 相似文献
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John Loewenthal Patrick Alexander Graham Butt 《International Studies in Sociology of Education》2019,28(3-4):345-361
ABSTRACTThis article presents ethnographic research on the aspirations of graduates from a private university in New York City, some of whom move to Los Angeles. Findings depict financial and family pressures exerting a governing force upon the graduates’ futures, often beyond their control. Focusing on the narratives of four individuals, we introduce the language of fate as a means of conceptualising the potential repercussions of aspiration and Higher Education. The premise of both is an increased determinacy over one’s future, yet in the high-stakes U.S. context here examined, this financial investment and articulation of family hope may generate fated (seemingly inescapable) and/or fateful (ominous) outcomes. The dynamic of ‘cruel optimism’ illustrates some of the paradoxical consequences of Higher Education, whereby people may be punished by their aspirations. We discuss what factors affect differing outlooks on the future and imply alternative dimensions to adversity beyond the remit of ‘inequality’. 相似文献
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Ben L. Langdown Jack E.T. Wells Sean Graham Matt W. Bridge 《Journal of sports sciences》2019,37(6):656-664
Previous research has highlighted the positive effect that different warm-up protocols have on golf performance (e.g. Sorbie et al., 2016; Tilley & Macfarlane, 2012) with the design of warm-ups and programmes targeting and improving golf performance through the activation and development of specific muscle groups. This study aimed to examine the acute effects of two warm-up protocols on golf drive performance in comparison to a control condition. Using a randomised counterbalanced design over three testing sessions, twenty-three highly skilled golfers completed the control, dynamic and resistance-band warm-up conditions. Following each condition, a GC2 launch monitor was used to record ball velocity and other launch parameters of ten shots hit with the participants’ own driver. A repeated-measures ANOVA found significant increases in ball velocity (ηp2 = .217) between the control and both the dynamic and resistance-band warm-up conditions but no difference between these latter two, and a reduction in launch angle between control and dynamic conditions. The use of either a dynamic stretching or resistance-band warm-up can have acute benefits on ball velocity but golfers should liaise with a PGA Professional golf coach to effectively integrate this into their golf driving performance. 相似文献
66.
Graham Sherriff 《Journal of Web Librarianship》2017,11(2):124-142
Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time Web content. Many libraries are using the University of Arizona's award-winning, open source platform, Guide on the Side. In 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform's distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms, and decide which one is best suited to their needs, priorities, and resources. 相似文献
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Graham C. Young 《The International Journal of Art & Design Education》2008,27(2):116-123
When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh‐based charity which promotes opportunities for physically disabled people to be self‐fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self‐fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten‐week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self‐expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials. 相似文献
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In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing. 相似文献