Using ePortfolios to Assess Student Achievement within an Online Library and Information Studies Program     

Christine M. Angel  Gina Robinson 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):330-345

As a result of suggestions from the American Library Association (ALA) the Division of Library and Information Science (DLIS) program at St. John's University implemented an end-of-program electronic portfolio (ePortfolio) requirement. The purpose of this ePortfolio is to provide information on student proficiency in the eight ALA core competencies to our external accrediting agency—the ALA Committee on Accreditation (CoA). This article will discuss how a Library and Information Studies (LIS) faculty member and a New Media and Communications Specialist worked together in developing the ePortfolio as an assessment tool for ALA reaccreditation within an online LIS program.  相似文献   

Acute neuromuscular and performance responses to Nordic hamstring exercises completed before or after football training     

Ric Lovell  Jason C. Siegler  Michael Knox  Scott Brennan  Paul W. M. Marshall 《Journal of sports sciences》2016,34(24):2286-2294

ABSTRACT

The optimal scheduling of Nordic Hamstring exercises (NHEs) relative to football training sessions is unknown. We examined the acute neuromuscular and performance responses to NHE undertaken either before (BT) or after (AT) simulated football training. Twelve amateur players performed six sets of five repetitions of the NHE either before or after 60 min of standardised football-specific exercise (SAFT⁶⁰). Surface electromyography signals (EMG) of the hamstring muscles were recorded during both the NHE, and maximum eccentric actions of the knee flexors (0.52 rad · s^–1) performed before and after the NHE programme, and at 15 min intervals during SAFT⁶⁰. Ten-metre sprint times were recorded on three occasions during each 15 min SAFT⁶⁰ segment. Greater eccentric hamstring fatigue following the NHE programme was observed in BT versus AT (19.8 %; very likely small effect), which was particularly apparent in the latter range of knee flexion (0–15°; 39.6%; likely moderate effect), and synonymous with hamstring EMG declines (likely small–likely moderate effects). Performing NHE BT attenuated sprint performance declines (2.0–3.2%; likely small effects), but decreased eccentric hamstring peak torque (–14.1 to –18.9%; likely small effects) during football-specific exercise. Performing NHE prior to football training reduces eccentric hamstring strength and may exacerbate hamstring injury risk.  相似文献   

The use of individualized speed and intensity thresholds for determining the distance run at high-intensity in professional soccer     

Grant Abt  Ric Lovell 《Journal of sports sciences》2013,31(9):893-898

Abstract

As with other match analysis systems, ProZone® uses an absolute speed threshold to identify running speeds at “high-intensity”. In this study, we examined the use of an individualized high-intensity speed threshold based on the speed at the second ventilatory threshold (VT_2speed) for assessment of the distance run at high-intensity during matches. Ten professional soccer players completed a maximal treadmill test to determine VT_2speed. Match data were identified by means of the ProZone® match analysis system. The distances run at high-intensity during matches were calculated using the default value (19.8 km · h^?1) and VT_2speed. Differences between VT_2speed and the default were analysed using a non-parametric median sign test. The distances run at high-intensity were compared with a paired t-test. The median VT_2speed was 15 km · h^?1 (range 14–16 km · h^?1), which was less than the default (P < 0.01). Mean distance run at high-intensity based on the default and VT_2speed was 845 m (s = 296) and 2258 m (s = 707), respectively [mean difference 1413 m; P < 0.001 (95% CI: 1037–1789 m)]. The high-intensity running speeds based on the second ventilatory threshold are substantially less than that used as the default within the ProZone® match analysis system, thus the distance run at high-intensity can be substantially underestimated.  相似文献   

The location of the tibial accelerometer does influence impact acceleration parameters during running     

Angel Gabriel Lucas-Cuevas  Alberto Encarnación-Martínez  Andrés Camacho-García  Salvador Llana-Belloch  Pedro Pérez-Soriano 《Journal of sports sciences》2017,35(17):1734-1738

Tibial accelerations have been associated with a number of running injuries. However, studies attaching the tibial accelerometer on the proximal section are as numerous as those attaching the accelerometer on the distal section. This study aimed to investigate whether accelerometer location influences acceleration parameters commonly reported in running literature. To fulfil this purpose, 30 athletes ran at 2.22, 2.78 and 3.33 m · s^–1 with three accelerometers attached with double-sided tape and tightened to the participants’ tolerance on the forehead, the proximal section of the tibia and the distal section of the tibia. Time-domain (peak acceleration, shock attenuation) and frequency-domain parameters (peak frequency, peak power, signal magnitude and shock attenuation in both the low and high frequency ranges) were calculated for each of the tibial locations. The distal accelerometer registered greater tibial acceleration peak and shock attenuation compared to the proximal accelerometer. With respect to the frequency-domain analysis, the distal accelerometer provided greater values of all the low-frequency parameters, whereas no difference was observed for the high-frequency parameters. These findings suggest that the location of the tibial accelerometer does influence the acceleration signal parameters, and thus, researchers should carefully consider the location they choose to place the accelerometer so that equivalent comparisons across studies can be made.  相似文献   

A Deed So Accursed: Lynching in Mississippi and South Carolina, 1881–1940 Terence Finnegan. Charlottesville: University of Virginia Press, 2013.          下载免费PDF全文

Angel Pulliam 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):275-276

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Identification of histological threshold concepts in health sciences curricula: Students' perception     

Miguel A. Martin-Piedra  Salvador Saavedra-Casado  Antonio Santisteban-Espejo  Fernando Campos  Jesus Chato-Astrain  Oscar Dario Garcia-Garcia  David Sanchez-Porras  Juan de Dios Luna del Castillo  Ismael Angel Rodriguez  Antonio Campos 《Anatomical sciences education》2023,16(1):171-182

Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.  相似文献   

Patología general de la evaluación educativa     

Miguel Angel Santos 《Infancia y Aprendizaje》2013,36(41):143-158

Resumen

El autor plantea en este artículo los problemas que entrañan los procesos de la evaluación institucional educativa en sus diversos niveles (evaluación del alumno, de los Centros, de los programas y Reformas…) y desde diferentes perspectivas (ideológica, política, ética, didáctica, técnica…). Analiza diversas disfunciones y desenfoques de la evaluación escolar, tanto por atrofia como por hipertrofia de algunos de sus elementos, como por la desvirtuación de su práctica y de su significado.  相似文献   

Analyzing false memories in children with associative lists specific for their age     

Carneiro P  Albuquerque P  Fernandez A  Esteves F 《Child development》2007,78(4):1171-1185

Two experiments attempted to resolve previous contradictory findings concerning developmental trends in false memories within the Deese-Roediger-McDermott (DRM) paradigm by using an improved methodology--constructing age-appropriate associative lists. The research also extended the DRM paradigm to preschoolers. Experiment 1 (N=320) included children in three age groups (preschoolers of 3-4 years, second-graders of 7-8 years, and preadolescents of 11-12 years) and adults, and Experiment 2 (N=64) examined preschoolers and preadolescents. Age-appropriate lists increased false recall. Although preschoolers had fewer false memories than the other age groups, they showed considerable levels of false recall when tested with age-appropriate materials. Results were discussed in terms of fuzzy-trace, source-monitoring, and activation frameworks.  相似文献   

The preparation of highly motivated and professionally competent teachers in initial teacher education     

Sylvia Y.F. Tang  Angel K.Y. Wong  May M.H. Cheng 《师资教育杂志》2015,41(2):128-144

Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines types of teaching motivation in relation to various facets of professional competence and planned engagement in future teaching. One hundred and thirty-two student teachers of a postgraduate diploma in education programme participated in the quantitative survey of whom seven were interviewed. The quantitative data analysis shows the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence, with ‘intrinsic–multifaceted and stimulating job nature’ as the most distinctive type of teaching motivation. To complement the quantitative findings, the qualitative data analysis reveals two professional orientations of the ‘intrinsic–altruistic motivation constellation’, namely (1) student-centred orientation and (2) subject-centred orientation. In addition, three types of professional development aspirations are identified: ‘classroom engaged careerists’, ‘highly engaged persisters’ and ‘pessimists’. The study provides insights into the design of appropriate ITE practices to support professional learning in the light of student teachers’ motivations. It also suggests the importance of matching career opportunities and beginning teachers’ professional development aspirations and supporting ‘pessimists’ in the face of the stringent job market.  相似文献   

Sobre «Psicología de la instrucción,razonamiento y conocimientos específicos»     

Angel Riviere 《Infancia y Aprendizaje》2013,36(59-60):31-33

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