Continuing professional development in the NHS—what is to be done?     

Veronica Fraser 《Health information and libraries journal》1999,16(4):268-270

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Concurrent Validity of Actigraph-Determined Sedentary Time Against the Activpal Under Free-Living Conditions in a Sample of Bus Drivers     

Veronica Varela Mato  Thomas Yates  David Stensel  Stuart Biddle  Stacy A. Clemes 《Measurement in physical education and exercise science》2017,21(4):212-222

This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended.  相似文献   

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong     

Peter Kutnick  Dennis C. L. Fung  Ida. A. C. Mok  Frederick K. S. Leung  Johnson C. H. Li  Betty P.-Y. Lee  Veronica K. W. Lai 《International Journal of Science and Mathematics Education》2017,15(5):957-978

The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.  相似文献   

HIV/AIDS knowledge, attitudes, and risk-behaviors among African-American and Caribbean college women   总被引：2，自引：0，他引：2  

Kisha Braithwaite  Veronica G. Thomas 《International journal for the advancement of counseling》2001,23(2):115-129

The HIV/AIDS knowledge, attitudes, and sexualrisk-taking behaviors of a sample ofAfrican-American and Caribbean college wereinvestigated. The study also explored therelationship between the women's self-esteem,self-efficacy, sexual communication, andreligiosity and their HIV knowledge, attitudes,and risk behaviors. Findings revealed thatwhile both groups of women were fairlyknowledgeable about HIV/AIDS transmission andprevention, their sexual risk-taking behaviorswere still relatively high. TheAfrican-American women were more knowledgeableabout HIV/AIDS than were the Caribbean women. Also, the African-American women engaged insignificantly fewer sexual risk-takingbehaviors than their Caribbean femalecounterparts. No significant cultural groupdifferences emerged on attitudes towardHIV/AIDS as a disease, HIV infected persons,and AIDS-related issues. A number ofsignificant correlations were found. The studyconcludes that HIV/AIDS counseling andprevention approaches that are ethnic,cultural, and gender appropriate are vital forincreasing both cognitive and behavioralchanges in culturally diverse young women.  相似文献   

Working with Muslims in Counselling—Identifying Sensitive Issues and Conflicting Philosophy     

Veronica?WilliamsEmail author 《International journal for the advancement of counseling》2005,27(1):125-130

Islam is currently at the forefront of world news and the publicity it receives does not always reflect the reality which counsellors meet when working with Muslim clients. This paper proposes that in working with Muslim clients it is important to identify and avoid making false assumptions concerning Muslim beliefs, values and practices and in the process and content of counselling, to be acutely aware of issues and practices, which are sensitive, and to work within the boundaries which religious beliefs set. The final section attempts to identify some key areas of training for counsellors working with Muslim clients.This article is based on a talk given at the IAC (International Association for Counselling) Conference in Geneva in April 2003.  相似文献   

Taking up the challenge of evidencing value in educational development: from theory to practice     

Veronica Bamber  Lorraine Stefani 《International Journal for Academic Development》2016,21(3):242-254

Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.  相似文献   

Notebook computers as note-takers for handicapped students     

Veronica James  Michael Hammersley 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):63-66

This article is based on a study undertaken as an extension of our Phones for the Deaf programme. In the original programme, PC computers, linked by modems and null-modems, have been used very successfully as a means of communication between hearing-impaired persons and their hearing peers. In this study, the use of cable-linked computers has been extended into the classroom to provide an extremely effective note-taking system. This use of computer technology has proved to be both more efficient and at the same time far less intrusive than the conventional note-taker or signing systems. It provides at the same time complete participation within the class for the student and a hard-copy of the proceedings for later study.  相似文献   

Validation of clay modeling as a learning tool for the periventricular structures of the human brain          下载免费PDF全文

Veronica Akle  Ricardo A. Peña‐Silva  Diego M. Valencia  Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.  相似文献   

STRUCTURAL CONSTRAINTS ON GENDER EQUALITIES WITH REGARD TO UNIVERSITY CAREERS IN FINLAND     

Veronica Stolte‐Heiskanen 《Higher Education in Europe》1993,18(4):17-36

This article begins by recognizing that Finnish women, like those in the other Nordic countries, were admitted to universities relatively early. Although they now constitute some 52 percent of enrolled students in Finnish higher education and 47 percent of the labour force, they have lagged behind men in terms of obtaining academic employment and even more so with regard to being appointed to leadership positions in universities and in other academic organizations. A combination of factors accounts for this situation: the tendency to channel aspiring women academics into non‐scientific fields, the failure of women academics to be included in the informal professional networks, the deprecating attitudes of male academics towards the research results of women, and in general, a societal power structure which favours men. Finally, an economic climate which is leading to cutbacks in higher education budgets is creating a situation which makes catching up by women academics next to impossible. Only major structural changes in Finnish society will lead to further progress for Finnish women in academic careers.  相似文献   

The effect of interactive engagement teaching on student understanding of introductory physics at the faculty of engineering,University of Surabaya,Indonesia     

Veronica Cahyadi 《高等教育研究与发展》2004,23(4):455-464

This study investigates the effect of a teaching method consisting of peer instruction, worksheets utilization, constructivist classroom dialogue and in‐class demonstration. These teaching elements are intended to promote the interactive engagement of first year undergraduate students in an introductory physics course. The conceptual understanding of students in the experimental classes was better than that of students in the control classes which received traditional lecturing. The students in the experimental classes expressed positive responses towards the activities conducted to involve them actively in the learning process. It is also revealed that students still possess a traditional paradigm of teaching–learning. Several suggestions are presented to improve the implementation of this teaching method.  相似文献