Informationist Education     

Rex R. Robison 《Medical reference services quarterly》2013,32(3):339-347

ABSTRACT

The National Institutes of Health (NIH) funds biomedical research and conducts its own research. One way the NIH Library supports this work is by providing librarians with biomedical training and encouraging them to become embedded with researchers and administrators. Some of these “informationists” have degrees in scientific or health fields, and all engage in ongoing training, mostly through coursework at local institutions and at NIH itself. This article elaborates on the training of NIH informationists. Past research has indicated that patrons welcome librarians with biomedical training, which may in turn lead to greater communication between librarians and researchers.  相似文献   

The Anatomy of Disruption: a preliminary consideration of interaction sequences within disruptive incidents     

William Ll. Parry‐Jones  Brenda M. Gay 《牛津教育评论》2013,39(3):213-220

Abstract

This paper deals with teacher training procedures in West Germany. It reports on observations carried out inSeminare and in schools, and provides an analysis of the principles underlying the construction of lesson plans, and of those informing teacher education in a more general sense.  相似文献   

The Effect of Depth Jumps and Weight Training on Leg Strength and Vertical Jump     

David Clutch  Mike Wilton  Carl McGown  G. Rex Bryce 《Research quarterly for exercise and sport》2013,84(1):5-10

Abstract

In recent years, a method of plyometrics (exercises that cause a rapid lengthening of a muscle prior to contraction) called depth jumping has become a part of the training routine of many athletes. Two experiments are described in which the effectiveness of the exercises is examined. In Experiment 1, undergraduate students in beginning weight training classes trained with three different jumping programs: (1) maximum vertical jumps, (2) 0.3 m depth jumps, and (3) 0.75 m and 1.10 m depth jumps. In addition, all groups also lifted weights. In Experiment 2, a weight training class and the volleyball team at Brigham Young University-Hawaii were divided into two groups. One group lifted weights and performed 0.75 and 1.10 m depth jumps. The other group only lifted weights. In Experiment 1, the three training programs resulted in increases in one repetition maximum (1 RM) squat strength, isometric knee extension strength, and in vertical jump; however, there were no significant differences between treatments. In Experiment 2, all groups made significant increases in vertical jump, except the group of weight lifters, who did no jumping. It was concluded that depth jumps are effective but not more effective than a regular jumping routine.  相似文献   

Variability and Sampling Inspection in the NOCSAE Standards for Football Helmets     

G. Rex Bryce  Ruel M. Barker 《Research quarterly for exercise and sport》2013,84(2):103-108

Abstract

Because of increasing numbers of serious sports-related injuries at all levels of participation, the National Operating Committee on Standards for Athletic Equipment (NOCSAE) was formed. Among their activities aimed at improving the safety of sports participation was the development of standards for impact resistance in both new and refinished football helmets. These standards include not only recommendations as to safe levels of resistance to impact but recommendations as to the number of helmets to be tested from each group of helmets undergoing a refinishing process.

In this study the various sources of variability in the testing procedure are examined. These sources include helmet-to-helmet variability, testing variability, and basic measurement error. A careful examination of this variability in the context of the NOCSAE-recommended testing procedures for recertifying helmets reveals an inadequacy in the NOCSAE standard, in that the probability of returning unsafe helmets to the playing field is unacceptably high.  相似文献   

The professional tutor: A working conference held in Cambridge in September, 1972     

Rex Gibson 《Cambridge Journal of Education》1972,2(3):178-180

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‘Educating rita’: Is an academic science course for prospective infant and primary teachers appropriate     

Max Walsh  Paddy Lynch  Brian Jones  Rex Kerrison 《Research in Science Education》1984,14(1):192-197

Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the Open University in the United Kingdom. Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously. Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these evaluative studies should make a contribution to the research data on curriculum issues in Australia. This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials seriously.  相似文献   

Book reviews     

Gaston Mialaret  Wolfgang Mitter  James Liesch  Ursula Giere  Helga Pfundt  Klaus Schleicher  Walter Hahn  Kenneth Travers  Peter Sachsenmeier  Len Goad  Saul Megnaghi  Walter Hahn  Rex Gibson  Jindra Kulich  Lyn Corno  Eric Hewton  Trevor Williams  Endre Ballér  Rodney Skager  R. L. Smith  David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124

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Curriculum Development in Mathematics     

Rex Metcalfe 《Asia-Pacific Journal of Teacher Education》1978,6(2):129-133

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THE INFLUENCE OF HIGHER EDUCATION ON THE ASSESSMENT OF STUDENTS OF PHYSIOTHERAPY     

Norma Brook  Anne Parry 《Assessment & Evaluation in Higher Education》1985,10(2):131-145

The majority of physiotherapists are trained in hospital‐based schools outside the mainstream of further and higher education. It has been assumed that professional standards of competence are maintained through central control of the syllabus, nationally set examinations and centrally appointed examiners.

During the last decade, a small number of schools have transferred to polytechnics and begun to develop internally examined courses. It is essential that students who are successful in these examinations are automatically eligible for Membership of the Chartered Society of Physiotherapy.

This paper describes the planning of an internally examined course which is acceptable to the professional bodies as well as to the Sheffield City Polytechnic. It explores some of the conflicts which have arisen concerning the extent to which control of the profession should extend to control of the curriculum in any and every institution. It concludes that the Chartered Society's need to control right of entry to the profession and to monitor standards of competence is reconcilable with lecturers’ desire to design a course and appropriate methods of assessment which reflect their overall rationale.  相似文献   

"We Don't Contravene the Sex Discrimination Act"—female students at journalism school     

Odette Parry 《Gender and education》1990,2(1):3-16

This paper looks at how female postgraduate journalism students coped with problems arising out of their experiences at journalism school. The fieldwork, collected during the course of a doctorate, was primarily carried out by participant observation where I followed a cohort of students through a one year, university based journalism course. The paper focuses on how female students adjusted to problems relating to sexism on their course and argues that despite the fact that they were a close‐knit group and had indentified a shared problem which as a group they sought to solve, no group solution to the problem emerged. It is argued that this is partly due to the fact that journalism is a male dominated occupation, particularly on the print side, and, as such, problems relating to female gender were marginalised. The students coped with the problem by either ignoring it or redefining it as unthreatening because they were unprepared to challenge staff members and so make themselves vulnerable during critical periods of their training.  相似文献