Changing roles; a personal view     

Alan Doherty 《Health information and libraries journal》1991,8(3):171-173

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LGBTQ-Inclusive Hospice and Palliative Care: A Practical Guide to Transforming Professional Practice.     

Meredith Doherty 《Journal of Teaching in Social Work》2018,38(4):444-446

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The Development of Concepts of Handicap in Adolescence: a cross‐cultural study. IV. The Rehabilitation of the Handicapped     

Tim Obani  Jim Doherty 《Educational studies》1987,13(2):187-199

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How Accurately can Primary School Teachers Predict the Scores of their Pupils in Standardised Tests of Attainment? A Study of some non‐Cognitive Factors that Influence Specific Judgements     

Jim Doherty  Michael Conolly 《Educational studies》1985,11(1):41-60

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The influence of crank rate on peak oxygen consumption during arm crank ergometry   总被引：1，自引：0，他引：1  

Smith PM  Price MJ  Doherty M 《Journal of sports sciences》2001,19(12):955-960

The aim of this study was to assess the influence of three imposed crank rates on the attainment of peak oxygen consumption (VO2peak) and other physiological responses during incremental arm crank ergometry. Twenty physically active, although non-specifically trained, males volunteered for the study. They completed an exercise protocol using an electrically braked arm ergometer (Lode Angio, Groningen, Netherlands) at crank rates of 60, 70 and 80 rev x min(-1). The order of tests was randomized and they were separated by at least 2 days. Peak VO2 was significantly higher (P < 0.05) at 70 and 80 rev x min(-1) than at 60 rev x min(-1). Peak ventilation volume increased as a function of crank rate and was higher (P < 0.05) at 80 than at 60 rev x min(-1). Peak heart rate was higher (P < 0.05) at 70 and 80 rev x min(-1) than at 60 rev x min(-1). Furthermore, 70 and 80 rev x min(-1) resulted in an extended test time compared with 60 rev x min(-1). The greater physiological responses observed during the tests at the two faster crank rates might have been the result of a postponement of acute localized neuromuscular fatigue, allowing for more work to be completed. We recommend, therefore, that an imposed crank rate between 70 and 80 rev x min(-1) should be used to elicit VO2peak and other physiological responses in arm crank ergometry.  相似文献   

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance     

Emily E. Scott  Jack Cerchiara  Jenny L. McFarland  Mary Pat Wenderoth  Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99

In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry.  相似文献   

Book reviews     

Leonard Shatzkin  John Tebbel  Marc Aronson  Amy S. Doherty  Sally P. Bennett  Robert A. Colby  J. James Mancuso  Thomas L. Bonn 《Publishing Research Quarterly》1995,11(2):117-129

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地方高校本科生科研能力要素的培养     

谢彦红 《滨州学院学报》2010,26(4):115-118

采用层次分析法对地方学院本科生科研能力要素的调查问卷进行统计分析,结果表明:文、理、工3类本科生科研能力各指标的重要度呈现相似性。3类本科生所需科研能力要素重要度排序与所学学科特点有一定的相关性。在具体排序方面,受学生就读学科特点的影响,3类本科生科研能力部分要素权重呈现出一些细小差别。  相似文献   

Understanding the information and resource needs of UK health and social care placement students     

Lynne Callaghan  Alan Doherty  Susan J. Lea  Daniel Webster 《Health information and libraries journal》2008,25(4):253-260

Background: Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives: The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods: Focus groups were conducted with students on midwifery, social work and post‐registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results: Three themes emerged from the data: inequality, user education needs and students’ solutions and strategies. Conclusions: It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement.  相似文献   

Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development     

Martin J. Doherty  Marina C. Wimmer  Cornelia Gollek  Charlotte Stone  Elizabeth J. Robinson 《Child development》2021,92(1):205-221

Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years.  相似文献