Recording and Accounting for Stakeholder Involvement in Systematic Reviews          下载免费PDF全文

Marieke C. Saan  Hennie R. Boeije  Jane N. T. Sattoe  Marjolijn I. Bal  Marjolein Missler  Floryt van Wesel 《Health information and libraries journal》2015,32(2):95-106

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Sand training: Exercise-induced muscle damage and inflammatory responses to matched-intensity exercise     

Henry Brown  Brian Dawson  Martyn J. Binnie  Hugh Pinnington  Marc Sim  Tristan D. Clemons 《European Journal of Sport Science》2017,17(6):741-747

This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus.  相似文献   

Introduction to the Special Issue on Developing Executive Education Programs with Online Distance Education          下载免费PDF全文

Marc J. Schniederjans  Dennis Lanham  Stephen B. LeGrand 《Decision Sciences Journal of Innovative Education》2017,15(1):4-7

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Is Transracial the Same as Transgender? The Utility and Limitations of Identity Analogies in Multicultural Education     

Vu T. Tran  Marc P. Johnston-Guerrero 《Multicultural Perspectives》2016,18(3):134-139

In June 2015, Melissa Harris-Perry infamously analogized the possibility of trans-Black identity to the reality of transgender identity. Such analogies happen often and are used mostly for the benefit of learning about a less familiar form of identity. Building from a recent article by Suthakaranm, Filsinger, and White (2013 Suthakaran, V., Filsinger, K., &; White, B. (2013). Using analogies as an experiential learning technique in multicultural education. Multicultural Perspectives, 15(2), 92–97.[Taylor &; Francis Online] , [Google Scholar]) that presented a compelling argument for the use of analogies as an experiential learning tool in multicultural education, we advance the conversation by distinguishing a particular form of analogies: identity analogies. We explore the benefits and challenges of utilizing identity analogies as a tool for multicultural educators within U.S. higher education.  相似文献   

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections     

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   

Practical Applications as a Source of Credibility: A Comparison of Three Fields of Dutch Academic Chemistry     

Laurens?K.?HesselsEmail author  Harro?van?Lente 《Minerva》2011,49(2):215-240

In many Western science systems, funding structures increasingly stimulate academic research to contribute to practical applications, but at the same time the rise of bibliometric performance assessments have strengthened the pressure on academics to conduct excellent basic research that can be published in scholarly literature. We analyze the interplay between these two developments in a set of three case studies of fields of chemistry in the Netherlands. First, we describe how the conditions under which academic chemists work have changed since 1975. Second, we investigate whether practical applications have become a source of credibility for individual researchers. Indeed, this turns out to be the case in catalysis, where connecting with industrial applications helps in many steps of the credibility cycle. Practical applications yield much less credibility in environmental chemistry, where application-oriented research agendas help to acquire funding, but not to publish prestigious papers or to earn peer recognition. In biochemistry practical applications hardly help in gaining credibility, as this field is still strongly oriented at fundamental questions. The differences between the fields can be explained by the presence or absence of powerful upstream end-users, who can afford to invest in academic research with promising long term benefits.  相似文献   

Abstract Market Theory,by Jon Roffe     

Marc Lenglet 《Journal of Cultural Economy》2017,10(5):481-484

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The historical contingency of rationality: The social sciences and the Cold War     

Jeroen van Dongen 《Metascience》2015,24(1):71-76

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Learning through artful knowing     

Pleuntje van Meer 《Action Learning: Research and Practice》2016,13(3):237-251

Unfinished and ongoing exploration, Oil Painting, 1.30?*?1?m, September 2015.  相似文献   

Projectification of Doctoral Training? How Research Fields Respond to a New Funding Regime     

Marc Torka 《Minerva》2018,56(1):59-83

Funding is an important mechanism for exercising influence over ever more parts of academic systems. In order to do so, funding agencies attempt to export their functional and normative prerequisites for financing to new fields. One essential requirement for fundees is then to construct research processes in the form of a project beforehand, one that is limited in time, scope and content. This article demonstrates how the public funding of doctoral programs expands this model of project research from experienced academics to the socialization process for the new academic generation. This process of “projectification” underlies funding-driven institutional changes in doctoral training. A multi-level comparative study of German policies, funding mechanisms and organizational frameworks for doctoral training demonstrates the emergence of a specific model of predefined PhD projects. The investigation of doctoral training practices reveals that socio-epistemic preconditions regulate whether research fields adopted or rejected this demanding model. This result contradicts widespread claims about a radical change in doctoral training and suggests focusing on the actual practices of field-specific doctoral research.  相似文献