EcoWellness: integrating the natural world into wilderness therapy settings with intentionality   总被引：1，自引：0，他引：1  

Ryan F. Reese  Sabrina Hadeed  Hannah Craig  Alia Beyer  Marjorie Gosling 《Journal of Adventure Education & Outdoor Learning》2019,19(3):202-215

Wilderness Therapy (WT) programming has been criticized for underutilizing nature as an active co-facilitator in treatment. Although some concept models in the field take into account nature’s contributions in WT, an abundance of multidisciplinary research suggests that nature contact and connection could be of greater emphasis. The purpose of this article is to introduce the EcoWellness model as one empirically based approach for facilitating intentional nature connection in WT. The state of WT research and supporting theory are reported. The EcoWellness framework is overviewed and embedded within the multidisciplinary literature. A case example is presented and implications for integrating EcoWellness into WT practice, training, and research are discussed.  相似文献   

A longitudinal study of junior high school students' conceptions of the structure of materials     

Hannah Margel  Bat‐Sheva Eylon  Zahava Scherz 《科学教学研究杂志》2008,45(1):132-152

This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with “Materials.” In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application. Students were asked to draw the structure of several materials and to write their explanations about the structure of these materials in questionnaires administered five times during a 3‐year period. Results indicate students' progression in their microscopic conceptualization of materials. Toward the end of the instruction about 85% of the students used a microscopic model in their representations, and 36% were able to give a molecular model. About 83% of the students retained a microscopic model. Different profiles of JHS students' progression in the conception of the structure of matter were identified. The study suggests that a long‐term development of the particulate model requires: (a) constructing a solid foundation of knowledge about microscopic structure of materials; and (b) a spiral instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 132–152, 2008  相似文献   

Words matter: interpretations and implications of “para” in paraprofessional     

Hannah Schilperoort  Alvaro Quezada  Frances Lezcano 《Journal of the Medical Library Association》2021,109(1):13

Objective:While studies from the early 1990s show that library staff in nonlibrarian roles interpret the term “paraprofessional” as being demeaning to their roles, no recent research has been conducted on this topic. This study aims to investigate if health sciences library staff continue to have similar negative associations with the term “paraprofessional” and to determine if another term is preferred.Methods:The authors conducted a literature review to identify terms used to categorize library staff in nonlibrarian roles. Using these terms, we created an online Qualtrics survey asking participants to rank terms by preference. We distributed the survey via thirty-six professional email discussion lists, including MEDLIB-L, thirty-three MLA chapter and caucus email discussion lists, DOCLINE-L, and ACRL-HSIG-L. Survey participants included full-time and part-time health sciences library staff in any nonlibrarian position. Responses from librarians were not accepted.Results:Based on 178 completed surveys, “library staff” was the top choice of 49% of participants, over “other” (19%), “paraprofessional” (13%), “library support staff” (11%), “paralibrarian” (7%), and “nonprofessional” (1%). Although “library staff” was the top choice of participants across all ages, older participants (aged 45–75) preferred “library support staff” and “paraprofessional” to a greater degree than younger participants (aged 18–44), while younger participants preferred “other” to a greater degree. Out of 36 participants who specifically mentioned the terms “paraprofessional” or “paralibrarian,” 32 (89%) of those comments were negative, indicating that the “para” in “paraprofessional” and “paralibrarian” is either insulting, inapplicable, or unfamiliar.Conclusions:Our results suggest that although the term “paraprofessional” may not intentionally be used to demean library staff, many library staff interpret the term to be demeaning to their roles. Instead, “library staff,” a more inclusive and less divisive term, was preferred by survey participants. In accordance with our results, we believe the term “paraprofessional” should no longer be used in library and information scholarly literature or professional discourse.  相似文献   

Introducing neuroeducational research – By Paul Howard‐Jones     

Hannah E Reed BA  William Brescia PhD 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):E62-E62

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Test-Retest Reliability of a Survey to Measure Transport-Related Physical Activity in Adults     

Hannah Badland  Grant Schofield 《Research quarterly for exercise and sport》2013,84(3):386-390

Abstract

This study investigated the effects of the degree of original learning and the length of two nonpractice periods on reminiscence in badminton. Two groups were used, one having 6 weeks of instruction, the other 9 weeks. The nonpractice periods were 6 weeks and 12 weeks. The wall volley and short serve tests were given at the beginning and end of the instructional periods and at the end of each nonpractice period.

Reminiscence did occur in the wall volley skill during the first nonpractice interval for the group having 9 weeks of instruction and during the second nonpractice interval for the group having 6 weeks of instruction. Reminiscence did not occur for either group on the short serve skill.  相似文献   

Dissonance Between Parent‐Selected Bedtimes and Young Children's Circadian Physiology Influences Nighttime Settling Difficulties     

Monique K. LeBourgeois  Kenneth P. Wright Jr.  Hannah B. LeBourgeois  Oskar G. Jenni 《Mind, Brain, and Education》2013,7(4):234-242

Nighttime settling difficulties (i.e., bedtime resistance, sleep‐onset delay) occur in about 25% of young children and are associated with attentional, behavioral, and emotional problems. We examined whether the timing of internal (endogenous) circadian melatonin phase (i.e., dim light melatonin onset; DLMO) and its relationship with parent‐selected bedtimes were related to nighttime settling behaviors. Fourteen regularly napping preschoolers (8 females; 30–36 months) participated in a 6‐day protocol (parent‐report of nighttime settling, actigraphic assessment of sleep onset latency, evening salivary DLMO). Average DLMO clock time was 07:40 p.m. ± 00:48 minutes, occurring 29 minutes ± 32 minutes prior to bedtime (lights‐out). Children with later DLMOs had longer sleep‐onset latencies (r = .62) and poorer success in falling asleep (r = ?.59). Children whose bedtimes were closer to their DLMO had longer sleep‐onset latencies (r = .72) and increased bedtime resistance (r = ?.54). We conclude that dissonance between parent‐selected bedtimes and children's circadian physiology may contribute to the development of nighttime settling difficulties in early childhood.  相似文献   

Being “chill” with teachers and “frozen” by peers in science: overcoming social and educational barriers in a learning community     

Hannah Kim  Kathryn Scantlebury 《Cultural Studies of Science Education》2013,8(3):673-682

This forum discusses the issue of ‘othering’ and how intersectionality is a useful analytical framework for understanding the students’ immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung’s study because gender is a key aspect of one’s identity other aspects such as race, religion, socio-economic status, and age have assumed a significant status in gender studies. Lastly we examine the supports and barriers that cliques can produce and propose the importance of building a learning community in the science classroom to engage all students.  相似文献   

The Use of Research Electronic Data Capture (REDCap) Software to Create a Database of Librarian-Mediated Literature Searches     

Jennifer A. Lyon  Rolando Garcia-Milian  Hannah F. Norton  Michele R. Tennant 《Medical reference services quarterly》2013,32(3):241-252

Expert-mediated literature searching, a keystone service in biomedical librarianship, would benefit significantly from regular methodical review. This article describes the novel use of Research Electronic Data Capture (REDCap) software to create a database of literature searches conducted at a large academic health sciences library. An archive of paper search requests was entered into REDCap, and librarians now prospectively enter records for current searches. Having search data readily available allows librarians to reuse search strategies and track their workload. In aggregate, this data can help guide practice and determine priorities by identifying users’ needs, tracking librarian effort, and focusing librarians’ continuing education.  相似文献   

Using NLM Exhibits and Events to Engage Library Users and Reach the Community     

Beth Auten  Hannah F. Norton  Michele R. Tennant  Mary E. Edwards  Nina Stoyan-Rosenzweig  Matthew Daley 《Medical reference services quarterly》2013,32(3):266-289

In an effort to reach out to library users and make the library a more relevant, welcoming place, the University of Florida's Health Science Center Library hosted exhibits from the National Library of Medicine's (NLM) Traveling Exhibition Program. From 2010 through 2012, the library hosted four NLM exhibits and created event series for each. Through reflection and use of a participant survey, lessons were learned concerning creating relevant programs, marketing events, and forming new partnerships. Each successive exhibit added events and activities to address different audiences. A survey of libraries that have hosted NLM exhibits highlights lessons learned at those institutions.  相似文献   

Using activity theory to understand learning design requirements of patient self‐management environments     

Scott P. Schaffer  Lisette Reyes  Hannah Kim  Bart Collins 《Educational Media International》2013,50(4):329-342

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