Enhancing Socio-technical Governance: Targeting Inequality in Innovation Through Inclusivity Mainstreaming     

Williams  Logan D. A.  Woodson  Thomas S. 《Minerva》2019,57(4):453-477

Socio-technical governance has been of long-standing interest to science and technology studies and science policy studies. Recent calls for midstream modulation direct attention to a more complicated model of innovation, and a new place for social scientists to intervene in research, design and development. This paper develops and expands this earlier work to demonstrate how a suite of concepts from science and technology studies and innovation studies can be used as a heuristic tool to conduct real-time evaluation and reflection during the process of innovation – upstream, midstream, and downstream. The result of this new protocol is inclusivity mainstreaming: determining if and how marginalized peoples and perspectives are being maximally incorporated into the model of innovation, while highlighting common problems of inequality that need to be addressed.

  相似文献   

Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood   总被引：1，自引：1，他引：0  

Samuel W. Logan  Lisa M. Barnett  Jacqueline D. Goodway  David F. Stodden 《Journal of sports sciences》2017,35(7):634-641

Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.  相似文献   

SKIPing With Head Start Teachers: Influence of T-SKIP on Object-Control Skills     

Ali Brian  Jacqueline D. Goodway  Jessica A. Logan  Sue Sutherland 《Research quarterly for exercise and sport》2017,88(4):479-491

  相似文献   

Researches on silicium and boron     

Ludwig Gattermann 《Journal of The Franklin Institute》1889,127(4):320-323

  相似文献   

A comparison of the physiological response to simulated altitude exposure and r-HuEpo administration.     

M J Ashenden  A G Hahn  D T Martin  P Logan  R Parisotto  C J Gore 《Journal of sports sciences》2001,19(11):831-837

Concerns have been raised about the morality of using simulated altitude facilities in an attempt to improve athletic performance. One assumption that has been influential in this debate is the belief that altitude houses simply mimic the physiological effects of illegal recombinant human erythropoietin (r-HuEpo) doping. To test the validity of this assumption, the haematological and physiological responses of 23 well-trained athletes exposed to a simulated altitude of 2650-3000 m for 11-23 nights were contrasted with those of healthy volunteers receiving a low dose (150 IU x kg(-1) per week) of r-HuEpo for 25 days. Serial blood samples were analysed for serum erythropoietin and percent reticulocytes; maximal oxygen uptake (VO2max) was assessed before and after r-HuEpo administration or simulated altitude exposure. The group mean increase in serum erythropoietin (422% for r-HuEpo vs 59% for simulated altitude), percent reticulocytes (89% vs 30%) and VO2max (6.6% vs -2.0%) indicated that simulated altitude did not induce the changes obtained with r-HuEpo administration. Based on the disparity of these responses, we conclude that simulated altitude facilities should not be considered unethical based solely on the tenet that they provide an alternative means of obtaining the benefits sought by illegal r-HuEpo doping.  相似文献   

A Liberal Arts Education: Global Trends and Challenges     

Jerry Logan  Janel Curry 《Christian Higher Education》2015,14(1-2):66-79

The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the critical importance of balancing breadth and depth in the curriculum before honing in on breadth as being in particular danger in the current climate. After analyzing the major threats to breadth in American higher education, the article looks overseas to find a new case for the value of breadth in the curriculum. It focuses on Hong Kong's university system, where a large-scale, multiyear project is underway to graft a fourth year of general education onto a three-year model of discipline- or profession-specific training. The resulting contrast between American institutions discarding curricular breadth while foreign universities rediscover it is telling. This topic has particular relevance for Christian colleges and universities as they seek the holistic development of their students.  相似文献   

A Comparison of Training Methods on the Acquisition of Automotive Product Knowledge     

Rhiannon M. Fante  Barbara R. Bucklin  Lori Diener‐Ludwig  Daniel B. Sundberg  Alyce M. Dickinson 《Performance Improvement Quarterly》2016,29(3):287-305

The purpose of this study was to compare the effects of a traditional training program with a fluency‐building training program on the acquisition of automotive product knowledge in a lab setting. The effects were assessed by how accurately and quickly participants responded on a product‐knowledge test. Results indicated that participants who completed the fluency training responded faster and more accurately than control groups immediately after the study. However, the difference between the fluency group and the group that received study objectives disappeared when retention was assessed several weeks after training. The difference remained between these groups and a group that did not receive study objectives. The results were used to modify globally delivered training. This study extended previous studies by examining the effects of training designed to teach product knowledge to sales representatives in automotive dealerships and illustrates the benefits of collaboration between academic researchers and professional trainers.  相似文献   

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum     

Amy Pratt  Jessica Logan  Language  Reading Research Consortium 《Educational Psychology Review》2014,26(3):357-377

This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let’s Know!, on the quantity and quality of language-focused comprehension instruction in pre-kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let’s Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 min in duration, were collected near the end of the first unit’s completion, about 4 to 5 weeks into the academic year. These observations were coded to examine impacts of Let’s Know! instruction on two outcomes: (a) teachers’ use of 18 language-focused comprehension supports and (b) general classroom quality. Study results using quantile regression showed that Let’s Know! teachers used a significantly higher number of language-focused comprehension supports during Let’s Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehension-specific supports in pre-K to grade 3 settings.  相似文献   

The relationship between motor skill proficiency and body mass index in preschool children     

Logan SW  Scrabis-Fletcher K  Modlesky C  Getchell N 《Research quarterly for exercise and sport》2011,82(3):442-448

The purpose of this study was to examine the relationship between motor proficiency and body mass index (B/MI) in preschool children. Thirty-eight children ages 4-6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two ways. The correlation between BMI and MABC-2 percentile ranks was calculated. Next, the groups were subdivided based on BMI status (high, M = 85.5; medium, M = 49.8; low, M = 10.8), and compared using t tests to determine if differences existed in MABC-2 percentile ranks. No significant relationship existed between MABC-2 and BMI percentile ranks (r = -.237). However significant differences in MABC-2 percentile ranks existed between high and low (p = .042), and high and medium (p = .043) groups. These results suggest that preschool children classified as overweight or obese may have lower motor proficiency than their normal weight and under weight peers. This study indicates there is a direct relationship between motor proficiency and BMI in the preschool population.  相似文献   

EQUIVALENCE IN HIGHER EDUCATION ‐‐ A VIEW FROM THE FEDERAL REPUBLIC OF GERMANY     

Ludwig Gieseke  Ulrich Podewils 《Higher Education in Europe》1989,14(1):89-92

The authors of this article make a plea for the rationalization and the streamlining of the procedures for granting recognition of foreign diplomas and studies and for obtaining rulings as to their equivalence. The removal of the remaining economic barriers among the countries of the European Community at the end of 1992 is bound to stimulate the mobility of students, graduates, and job seekers, many of whom already, on an individual basis, think of themselves as members of an international community. What is needed, in addition to a strong commitment to the very ideas of mobility, equivalence, and recognition of diplomas as well as efficient means for making decisions on these questions, is goodwill, increased flexibility, and easy access to accurate and up‐to‐date information for both seekers and granters. Also, professional licensing procedures for foreign workers will need to be liberalized.  相似文献