A Lady Displaced,Again, Again,and Again     

Julie Fairman 《Metascience》2008,17(3):329-349

  相似文献   

Identity and career choice in music     

Julie Jaffee Nagel 《Journal of Cultural Economics》1988,12(2):67-76

  相似文献   

Outcome Measurement. Information for the Management of Healthcare Study Day,John Rylands University Library,Manchester, 15 November 1994     

Julie Glanville  Vikki Entwhistle 《Health information and libraries journal》1995,12(2):134-136

  相似文献   

Development and evaluation of a biomechanics concept inventory     

Knudson D  Noffal G  Bauer J  McGinnis P  Bird M  Chow J  Bahamonde R  Blackwell J  Strohmeyer S  Abendroth-Smith J 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):267-277

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub-sample of the students showed that the BCI was reliable with typical errors in internal consistency and test-retest conditions of 1.4 and 2.0 questions, respectively. Mean pre-test scores (8.5 +/- 2.0) significantly (p < 0.0001) improved to 10.5 +/- 3.2 in the posttest (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre-test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.  相似文献   

Access to the online evidence base in general practice: a survey of the Northern and Yorkshire Region     

Wilson P  Glanville J  Watt I 《Health information and libraries journal》2003,20(3):172-178

Aims: To assess the awareness and use of NHSnet within general practice. To investigate the presence of skills necessary to maximize the benefits of NHSnet connections. Methods: Postal survey of general practice staff in the Northern and Yorkshire Region. Results: At least one completed questionnaire was obtained from 65% of the general practices surveyed, and the individual response rate to the general practice survey was 44%. Ninety per cent of all respondents reported that their practice was connected to the NHSnet, with 59% of respondents reporting that they use NHSnet at least once a week. Although NHSnet was used to search for research information or guidance, all respondents in this survey still reported greater access to and use of paper‐based information resources. Respondents indicated that they still needed further training on how to use NHSnet (42%), how to search the Internet (31%) and how to search electronic databases such as medline (49%). Conclusions: Since our 1999 survey, reported NHSnet connectivity has increased greatly, with a majority of respondents reporting that they use NHSnet at least once a week. Although encouraging, this level of usage suggests that using the Internet/NHSnet to find research has yet to become a core activity in general practice.  相似文献   

About this issue     

Kenneth D. Peterson  Christine Wahlquist  Julie Esparza Brown  Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》1989,2(2):101

  相似文献   

A primary care-led NHS: the information needs of primary-care professionals. IFMH Study Day,University of Manchester, 29 February 1996     

Julie Glanville 《Health information and libraries journal》1996,13(3):171-172

  相似文献   

Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages     

Nelly Joye  Lucie Broc  Thierry Olive  Julie Dockrell 《Scientific Studies of Reading》2013,17(2):129-160

ABSTRACT

Spelling difficulties often occur in children with developmental language disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. Thirty-two studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was ?1.42, 95% confidence interval [?1.60, ?1.24]. Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made.  相似文献   

Facebook use in the learning environment: do students want this?     

Julie Prescott  Sarah Wilson  Gordon Becket 《Learning, Media and Technology》2013,38(3):345-350

The Net Generation (those born in or after 1980) rely heavily on ICTs for social and professional interactions, and it has been suggested that they have the expectation that technology will be an integral part of their education. At the same time, it is argued that Facebook has educational potential, and that today's learners should be encouraged and supported to use Web 2.0 technologies for learning in formal education. However, there is growing evidence that the value of Facebook in the educational context does not relate to formal learning at all, but to the ‘social networking’ elements of the site. This Viewpoint article discusses the results of a study to explore students' views towards the use of Facebook in the university setting, especially with regard to learning and integration into university life. The findings suggest support for informal rather than formal learning use of Facebook within the university setting.  相似文献   

Obesity‐Related Hormones in Low‐Income Preschool‐Age Children: Implications for School Readiness     

Alison L. Miller  Carey N. Lumeng  Jennifer Delproposto  Brian Florek  Kristin Wendorf  Julie C. Lumeng 《Mind, Brain, and Education》2013,7(4):246-255

Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool‐aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion regulation skills important for school readiness. We investigated obesity‐related hormones, body mass index (BMI), and school readiness in a pilot study of low‐income preschoolers attending Head Start (participating in a larger parent study). We found that the adipokine leptin was related to preschoolers' BMI z‐score, the appetite‐regulating hormones ghrelin and glucagon‐like peptide 1 (GLP‐1), and pro‐inflammatory cytokines typically associated with early life stress; and that some of these obesity‐related biomarkers were in turn related to emotion regulation. Future work should evaluate how obesity may affect multiple domains of development, and consider modeling common physiological pathways related to stress, health, and school readiness.  相似文献