Anatomical Sciences Education Vol. 4, Issue 5, 2011 Cover Image     

Charleen M. Moore  Constance Lowe  Jane Lawrence  Penelope Borchers 《Anatomical sciences education》2011,4(5)

Drawing session from an art and anatomy workshop for medical students at the University of Texas Health Science Center at San Antonio and art students at the University of Texas at San Antonio. A current trend in medical education is to integrate aspects of the humanities into the medical school curriculum. In this issue of ASE, Dr. Charleen Moore and her colleagues describe an art and anatomy workshop that uses drawing exercises to increase observational skills, to foster the development of humanistic sensitivities, and to emphasize the emotional aspects of dealing with mortality. (Photograph by Penelope Borchers).  相似文献   

Referential Labeling Can Facilitate Phonetic Learning in Infancy     

H. Henny Yeung  Lawrence M. Chen  Janet F. Werker 《Child development》2014,85(3):1036-1049

All languages employ certain phonetic contrasts when distinguishing words. Infant speech perception is rapidly attuned to these contrasts before many words are learned, thus phonetic attunement is thought to proceed independently of lexical and referential knowledge. Here, evidence to the contrary is provided. Ninety‐eight 9‐month‐old English‐learning infants were trained to perceive a non‐native Cantonese tone contrast. Two object–tone audiovisual pairings were consistently presented, which highlighted the target contrast (Object A with Tone X; Object B with Tone Y). Tone discrimination was then assessed. Results showed improved tone discrimination if object–tone pairings were perceived as being referential word labels, although this effect was modulated by vocabulary size. Results suggest how lexical and referential knowledge could play a role in phonetic attunement.  相似文献   

To stay or not to stay: retention of Asian international faculty in STEM fields     

Janet H. Lawrence  Sergio Celis  Hee Sun Kim  Sarah Ketchen Lipson  Ximeng Tong 《Higher Education》2014,67(5):511-531

The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.  相似文献   

Explorations of a Paradox in Curriculum Control: Resistance to Open-ended Science Inquiry in a School for Self-directed Learning     

J. Lawrence Bencze  Maurice Di Giuseppe 《Interchange》2006,37(4):333-361

Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on teaching and learning of products of science (e.g., laws and theories), while compromising students’ opportunities to develop realistic conceptions about science and expertise for doing science. Based on qualitative data analyzed using constant comparative methods (based on constructivist grounded theory), we found this also to be the case – paradoxically – in a school belonging to the Canadian Coalition for Self-directed Learning (CCSDL). Schools in this coalition espouse, among various goals, enabling students to construct their own knowledge, in ways and directions suiting their individual needs, interests, perspectives, and abilities, in addition to gaining access to knowledge developed by society. The science department within the coalition school in this study experienced considerable difficulty realizing this goal, despite school-level administrative support for a concerted effort to reinvent itself along these lines. Factors that appeared to influence the science department’s efforts included those in each of Schwab’s (1969) educational "commonplaces;” that is, the curriculum, teachers, students, and the milieu surrounding teaching and learning. Further analysis suggests that results can be explained through reference to a Kuhnian (1962/1996) paradigm conflict – in which the school’s administrative and curricular committee and other members of the CCSDL were unsuccessful in convincing members of the science department (who, in turn, appeared to be supported by the provincial government, parents, and students) to make provisions for more student-directed, openended science inquiry. Assuming that student-led scientific inquiry continues to be an important curricular goal, efforts must continue to be made, therefore, to convince members of the mainstream paradigm that it is a worthy goal.  相似文献   

Preschool Children and iPads: Observations of Social Interactions During Digital Play     

Sandra M. Lawrence 《Early education and development》2018,29(2):207-228

Research Findings: Digital play is now commonplace in many young children’s lives, but not in preschool settings. This situation is likely due to the fact that the existent literature seldom highlights what digital play looks like, the various ways it can be situated, and what young children do when they play together with digital devices in the preschool setting. The present study addresses this limitation by providing a close examination of the social interactions of young children as they engage with different types of iPad apps and each other. Observational data of 20 dyads of children during digital play analyzed qualitatively revealed that children exhibited a range of social behaviors from competitive to collaborative as they engaged in 4 types of digital play: practice/task, exploratory, construction, and pretense. Forms of play and exhibited behaviors were shaped by interrelated factors of children’s individual characteristics and relationships, classroom culture and routines, adult views and actions, as well as aspects of the digital device itself. Practice or Policy: Selecting open-design apps, attending to digital play structures, and monitoring peer play more closely may lessen competition, enhance collaboration, and lead to more complex digital play.  相似文献   

New evidence of relative age effects in “super-elite” sportsmen: a case for the survival and evolution of the fittest     

Benjamin D. Jones  Gavin P. Lawrence  Lew Hardy 《Journal of sports sciences》2018,36(6):697-703

The relative age effect (RAE) describes an overrepresentation of players born early (Q1) in a selection year and is highly prevalent within youth sport pathways. However, a dearth of research has investigated the RAE at the “super-elite” level. The present research assessed the presence of RAE in super-elite performers. Study 1 investigated RAEs in the world’s best international Test cricketers (N = 262) over a 20-year period according to a robust and stringent “super-elite” criteria. Results revealed the RAE (Q1) when all disciplines were combined. Upon closer examination, this effect was also observed for the batting and spin bowling disciplines, whereas no RAE was found for the pace bowling discipline. Study 2 investigated RAEs in super-elite rugby union players (N = 691) over a 20 year period. Results revealed the RAE for backs (Q1) and a reversal of the traditional RAE (Q4) for forwards, and when all rugby union positions were combined. These findings provide new evidence of RAEs at the super-elite level and present both inter and intra sports differences. Potential explanations for these findings are explored, owing to the survival and evolution of the fittest concepts, and the implications for future research and applied practice are presented.  相似文献   

Implementing a school-based physical activity program: process evaluation and impact on teachers’ confidence,perceived barriers and self-perceptions     

Sarah G. Kennedy  Louisa R. Peralta  David R. Lubans  Lawrence Foweather 《Physical Education & Sport Pedagogy》2019,24(3):233-248

Introduction: Secondary schools have the potential to promote health-related fitness (HRF) and physical activity within and outside school hours. As such, schools are often chosen as the setting to implement child and adolescent physical activity programs. School-based programs often utilise teachers as delivery agents, but few studies examine effects on teacher-level outcomes.

Purpose: The primary aim of this study was to determine the impact of teacher training embedded within a physical activity intervention on teacher-level outcomes. The secondary aim of this study was to evaluate process data, including implementation, satisfaction and fidelity.

Methods: Resistance Training for Teens (RT for Teens) was evaluated using a cluster randomised controlled trial in 16 secondary schools. Teachers (N?=?44; 48% female/52% male; mean?±?SD years teaching experience?=?10.6?±?8.0) from 16 secondary schools were assessed at baseline. Intervention group teachers (i.e. from eight schools) delivered a structured school-based physical activity program over 10-weeks. Teacher outcomes included confidence to teach health-related fitness (HRF) activities, perceived barriers to teaching HRF activities, and perceived fitness. Detailed process evaluation data were also collected. Assessments were conducted at baseline and 6-months (post-program), and outcomes were assessed using repeated measures analysis of variance.

Results: There was a positive group-by-time effect for the confidence composite score (p?=?.010, partial eta squared?=?0.29), but no effects for the two (contextual, interpersonal) barrier composite scores. Also, there was a significant effect for perceived ‘general fitness’ (p?=?0.044, partial eta squared?=?0.13), but not for specific fitness subdomains. Teachers were highly satisfied with both the training and the program, believing it was beneficial for students. Resource usage and adherence to the SAAFE (Supportive, Active, Autonomous, Fair, Enjoyable) delivery principles was high.

Conclusion: RT for Teens improved teachers’ confidence and perceived fitness. These findings highlight the potential for high-quality teacher training and program delivery to positively influence teacher-level outcomes. This may provide support for the use of teacher professional development to improve HRF-related pedagogy.  相似文献   

Factors that influence programming decisions of US symphony orchestras     

Jeffrey Pompe  Lawrence Tamburri  Johnathan Munn 《Journal of Cultural Economics》2011,35(3):167-184

Program decisions by symphony orchestra management are influenced by various factors. To examine these factors, we create an objective index of the propensity of a symphony orchestra to perform the standard repertoire. We use regression analysis to examine factors that influence programming decisions of 64 US symphony orchestras in 2006–2007, including public and private sources of funding. We find that increased funding from ticket sales, endowments, and local government increases the likelihood that an orchestra will perform nonstandard repertoire. In addition, the results suggest that a symphony orchestra’s music director does not have a significant impact on the degree of program conventionality.  相似文献   

Photolysis of the d-glycosides: α benzylfructofuranoside, β benzylfructopyranoside,and α and β phenyl,benzyl and β phenylethyl glucosides; and the bearing of the data upon the transfer of energy within molecules     

Lawrence J. Heidt 《Journal of The Franklin Institute》1942,234(5):473-485

Direct absorption of light by glycosides dissolved in water has been discovered to produce changes in optical activities and formation of material which reduces the Shaffer, Hartmann, Somogyi reagent. Comparison of these measurements indicates in many cases the same products as are formed by hydrolysis in acid. The β glucosides and α fructoside, however, apparently give optically inactive photolytic products.Absorption spectra were obtained for α benzylfructofuranoside and β benzylfructopyranoside, and were found to be the same in the near ultraviolet as those previously obtained for benzyl glucosides and benzyl alcohol.The absorption spectrum for freshly purified fructose gives a deeper minimum about λ240 mμ than the previously reported values. The latter, however, were approached when the dry crystals had stood in air for several months although no change occurred in their sp.rot., m.p. or general apperance.All the glycosides studied were white crystalline compounds. Less than five per cent. of the ultraviolet light of λ254 mμ they absorb produces reaction; nevertheless, the apparatus and procedures available were adequate to study the reaction conveniently in monochromatic light of this wave-length.The absorption spectra, the products of photolysis, and the quantum yields, the latter based on the reducing material formed, lead to the hypothesis that the photochemical reaction is produced by an intramolecular transfer of absorbed energy from the aglycone to the hemiacetal oxygen bridge which is the reactive center. The efficiency of this transfer is, as expected, greater for benzyl than for phenylethyl glucosides but phenyl glucosides, contrariwise, are the least efficient.The structure and energy possessed by the glycoside outside the aglycone have no measurable effect on the efficiency of the photochemical reaction when followed by measuring the reducing material produced although they change up to one hundred thousand fold the rates of the thermal hydrolyses in acid.  相似文献   

Human resource development and economic productivity     

John Lawrence 《Performance Improvement》1985,24(2):20-21

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