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61.
The information practices of collaborative interdisciplinary researchers, especially in distributed environments, remain understudied. Embracing the naturalistic paradigm, this qualitative case study relies upon semi-structured interviews, snowball sampling, and grounded analysis. Based on interviews with 53 participants from 11 Digging Into Data 3 (DID3, 2014-2016) projects, this study examines the working practices of scholars (library and information science professionals, humanists, and computer scientists) engaging in collaborative, international, data-intensive, publicly-funded interdisciplinary research. Benefits of such work include avoiding redundancy, exploding disciplinary silos, and more ambitious, larger-scale outputs. Challenges and lessons learned center on innovation, flexibility, and failure, translation, intermediaries, divisions of labor and delegation of responsibilities and tasks, conflict resolution, technology, outputs and publication, and timeframe, sustainability, and infrastructure. 相似文献
62.
Relational transgressions are emotionally difficult for those who directly experience the transgression. Less is known about how transgressions affect those located within the personal network of a relational transgression victim. This study explored how network members engaged in support marshaling in response to another’s transgression experience. Results indicate that some participants marshaled support, citing four reasons for their actions: perceived insufficiency, camaraderie, personal ramifications, and personal values. We explore these reasons for marshaling support and discuss them within the broader context of support marshaling and relational transgressions. 相似文献
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64.
ABSTRACTThe literature on momentum is still undecided, with mixed results whether momentum exists or is only perceived to exist (“hot hand fallacy”). We explore whether momentum exists by looking at cases in which a basketball player has three consecutive free throws. A free throw is a well-defined task executed in a stable environment, allegedly giving momentum optimal chances to occur. Taking 14 NBA seasons we collected over 4500 three-free-throw sets (triplets). We obtained the outcomes of the shots as well as some additional variables about the player and the game: the player’s average free-throw percentage, home or away, and the game score and the quarter when the free throws were attempted. We first analyse the hit rates in the three shots and then proceed to regression analysis that also controls for the abovementioned variables. We address several concerns raised in the literature. All comparisons and analyses yield the same conclusion that there is no evidence for momentum in the data. 相似文献
65.
Neural engineering is an emerging field of high relevance to students, teachers, and the general public. This Feature presents online resources that educators and scientists can use to introduce students to neural engineering and to integrate core ideas from the life sciences, physical sciences, social sciences, computer science, and engineering into the classroom. 相似文献
66.
Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献
67.
This paper demonstrates the application of module arithmetic for controlling the level of information security by a new technique referred as integer splitting. The basic definitions and concepts of the method are provided. The mathematical function of arising transformation is described in detail; its properties were studied and the basic theorems were proven that justify the use of splitting in practical applications. An active system was designed and characteristic cases of its operation are considered. 相似文献
68.
Karla K. McGregor Natalie Langenfeld Sam Van Horne Jacob Oleson Matthew Anson Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments. 相似文献
69.
70.
Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42
Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献