A Study on teachers’ knowledge about multimedia and copyright: The problem and some possible answers     

Stephen L. Shane 《TechTrends》2001,45(6):3-5

The results of this study indicated that the knowledge level of K-12 teachers is very low relating to multimedia copyright issues. In fairness, this lack of knowledge cannot be blamed entirely on the classroom teachers. The participants in this study clearly indicated that school administrations and school districts themselves are not providing a source for classroom teachers to get this information.  相似文献   

The reliability of isoinertial force–velocity–power profiling and maximal strength assessment in youth     

César M.P. Meylan  John B. Cronin  Jon L. Oliver  Michael M.G. Hughes  Boris Jidovtseff  Shane Pinder 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):68-80

The purpose of this study was to quantify the inter-session reliability of force–velocity–power profiling and estimated maximal strength in youth. Thirty-six males (11–15 years old) performed a ballistic supine leg press test at five randomized loads (80%, 100%, 120%, 140%, and 160% body mass) on three separate occasions. Peak and mean force, power, velocity, and peak displacement were collected with a linear position transducer attached to the weight stack. Mean values at each load were used to calculate different regression lines and estimate maximal strength, force, velocity, and power. All variables were found reliable (change in the mean [CIM] = ? 1 to 14%; coefficient of variation [CV] = 3–18%; intraclass correlation coefficient [ICC] = 0.74–0.99), but were likely to benefit from a familiarization, apart from the unreliable maximal force/velocity ratio (CIM = 0–3%; CV = 23–25%; ICC = 0.35–0.54) and load at maximal power (CIM = ? 1 to 2%; CV = 10–13%; ICC = 0.26–0.61). Isoinertial force–velocity–power profiling and maximal strength in youth can be assessed after a familiarization session. Such profiling may provide valuable insight into neuromuscular capabilities during growth and maturation and may be used to monitor specific training adaptations.  相似文献   

Assessing efficiency–effectiveness tradeoffs in multi-stage retrieval systems without using relevance judgments     

Charles L. A. Clarke  J. Shane Culpepper  Alistair Moffat 《Information Retrieval》2016,19(4):351-377

Large-scale retrieval systems are often implemented as a cascading sequence of phases—a first filtering step, in which a large set of candidate documents are extracted using a simple technique such as Boolean matching and/or static document scores; and then one or more ranking steps, in which the pool of documents retrieved by the filter is scored more precisely using dozens or perhaps hundreds of different features. The documents returned to the user are then taken from the head of the final ranked list. Here we examine methods for measuring the quality of filtering and preliminary ranking stages, and show how to use these measurements to tune the overall performance of the system. Standard top-weighted metrics used for overall system evaluation are not appropriate for assessing filtering stages, since the output is a set of documents, rather than an ordered sequence of documents. Instead, we use an approach in which a quality score is computed based on the discrepancy between filtered and full evaluation. Unlike previous approaches, our methods do not require relevance judgments, and thus can be used with virtually any query set. We show that this quality score directly correlates with actual differences in measured effectiveness when relevance judgments are available. Since the quality score does not require relevance judgments, it can be used to identify queries that perform particularly poorly for a given filter. Using these methods, we explore a wide range of filtering options using thousands of queries, categorize the relative merits of the different approaches, and identify useful parameter combinations.  相似文献   

Complex perceptions of identity: the experiences of student combat veterans in community college     

Shane Patrick Hammond 《Community College Journal of Research & Practice》2016,40(2):146-159

This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is introduced. Notable implications for future research and practice in Student Affairs are discussed.  相似文献   

爱要怎么说出口     

Ann Shane  张运红 《海外英语》2004,(12):26-27

所有这一切是从我6岁时开始的……当我在加利福尼亚自家的农场上玩耍时,我碰到了他,一个普通的男孩。和其他男孩子一样,他会逗你,然后你便会追着他痛打。在第一次追打他之后,我们就经常在那道栅栏边见面,互相逗乐,尽管那段日子没持续多长时间。我们一直相约于那道栅栏旁,我把所有的秘密都告诉他,他则总是在一旁安静地听着。我们很谈得来,因此无所不淡。  相似文献   

Stacks,Serials, Search Engines,and Students' Success: First-Year Undergraduate Students' Library Use,Academic Achievement,and Retention     

Krista M. Soria  Jan Fransen  Shane Nackerud 《The Journal of Academic Librarianship》2014

Like other units within colleges and universities, academic libraries are subject to increasing internal and external pressures to demonstrate their contributions to institutional goals related to students' success. The purpose of this study was to investigate the relationships between first-year undergraduate students' use of the academic library, academic achievement, and retention. Results of ordinary least squares regressions predicting first-year students' cumulative grade point averages (GPA) and logistic regressions predicting students' first-year to second-year retention suggest that students who used academic library services and resources at least once during the academic year had higher GPA and retention on average than their peers who did not use library services. The results of two separate regressions predicting students' GPA by 10 different types of library use suggest that four library use areas were consistently and positively associated with students' GPA: database logins, book loans, electronic journal logins, and library workstation logins. The results of two separate logistic regression analyses suggest that logging into databases and using library workstations were actions consistently and positively associated with students' retention. Additional results predicted by students' use of services at least one time and by one-unit increases in the frequency of library area uses are discussed.  相似文献   

Towards a systemic theory of gifted education     

Albert Ziegler  Shane N. Phillipson 《High Ability Studies》2012,23(1):3-30

In this target article, we argue that current approaches to gifted education are based on the erroneous view that to understand the development of exceptionality we need to understand firstly the components of giftedness, including cognitive such as intelligence and non-cognitive factors such as motivation. In contrast, systemic approaches to understanding exceptionality focuses on the interactions of these components where it is important to firstly understand the system that leads to exceptionality before it is possible to understand its components. After analyzing the weaknesses of current approaches to gifted education we then present three central arguments for the need for a paradigm shift. This is followed by an introduction of constructs of a systemic approach of gifted education. Using the Actiotope Model of Giftedness to understand the development of exceptionality, this article describes the basic principles of a gifted education that is based on this systemic approach.  相似文献   

Education Collections as Museum Collections     

Shane J. Macfarlan  Eileen Johnson 《Curator: The Museum Journal》2004,47(1):101-113

Museum education collections are inarguably a part of a museum's actual collection, just as are the research/permanent collections. However, past practices indicate that education collections are typically not given equal stature in museological terms. This paper argues that techniques and practices used with research/permanent collections should be applied to education collections, a viewpoint that has not yet been readily embraced. Several methods are addressed for upgrading an education collection to a level similar to a museum's permanent collection. The Lubbock Lake Landmark's education collection serves as a case study to demonstrate the need for the application of proper museological techniques to conform to best practices. A scope of collection was created, preventive conservation techniques were applied, a gap analysis was performed, and legal issues concerning the education collection were addressed.  相似文献   

A Consideration of Museum Education Collections: Theory and Application     

Shane J. Macfarlan 《Curator: The Museum Journal》2001,44(2):166-178

Abstract This article addresses problems associated with museum education collections. Museum education collections are used to provide visitors with opportunities to handle museum objects. These collections are primarily composed of objects that are damaged, lack provenance, or do not fit the scope of the collection. Sometimes, these collections are displayed haphazardly and their interpretation may lack thematic context. Some museum education collections are not being utilized to their fullest educational capacity. The application of cognitive, exhibition, and collections management theories can alleviate some problems with museum education collections. A critique of the education collection at the Lubbock Lake Landmark is presented as a case study of these problems and some of the potential solutions to them. The study can be used as a template by other museums to solve similar problems in their education collections.  相似文献