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Gaining Independence: A Manual for Planning the Launch of a Nonprofit Electronic Publishing Venture, version 1.0 by Howard Goldstein Published by SPARC, available online: http://www.arl.org/sparc/GI Indexers and Indexing in Fact and Fiction edited by Hazel K. Bell The British Library, London, 2001. Pp. 160. Paper, £16. ISBN 0-7123-4729-1 Preservation Management of Digital Materials: A Handbook by Maggie Jones and Neil Beagrie The British Library, Nov. 2001. Pp. 145. Spiral bound, £15.00. ISBN 0 7123 0886 5. Copies can be ordered from Turpin Distribution Services Ltd. Publishing Law, 2nd edn by Hugh Jones and Christopher Benson Routledge, 2002. Cased, £65.00, ISBN 0-415-26153-8; paper, £24.99, ISBN 0-415-26154-6 How to Survive Peer Review by Elizabeth Wager, Fiona Godlee and Tom Jefferson London: BMJ Books, 2002. Pp. v + 62. £12.95. ISBN 0-7279-1686-6 相似文献
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Paulus Gerdes 《Educational Studies in Mathematics》1988,19(2):137-162
This article confronts a widespread prejudice about mathematical knowledge, that mathematics is culture-free, by demonstrating alternative constructions of euclidean geometrical ideas developed from the traditional culture of Mozambique. As well as establishing the educational power of these constructions, the article illustrates the methodology of cultural conscientialization in the context of teacher training. 相似文献
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Trena M. Paulus Ann M. Bennett 《International Journal of Research & Method in Education》2017,40(1):19-35
While research on teaching qualitative methods in education has increased, few studies explore teaching qualitative data analysis software within graduate-level methods courses. During 2013, we required students in several such courses to use ATLAS.ti? as a project management tool for their assignments. By supporting students’ early experiences with ATLAS.ti?, we anticipated that they might continue using the tool in their future research work. Using a case study and reflective practice approach, we reviewed course materials, including student and instructor reflections, to understand what happened when data analysis software was integrated into an advanced methods course. We identified five major themes: (1) a needed push out of their comfort zones; (2) various forms of support working together; (3) keys to motivation; (4) a new generation educating the current one and (5) use of the software beyond coursework. Implications for practice include ensuring adequate access and support for learning the software, balancing methodological and technical instruction, and creating meaningful student assignments and feedback opportunities. 相似文献
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Collaborative and cooperative approaches to online group work: The impact of task type 总被引：1，自引：0，他引：1
Trena M. Paulus 《Distance Education》2005,26(1):111-125
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Previous planar models of the downswing in golf have suggested that upper limb segments (left shoulder girdle and left arm) move in a consistent fixed plane and that the clubhead also moves only in this plane. This study sought to examine these assumptions. Three-dimensional kinematic analysis of seven right-handed golfers of various abilities (handicap 0?–?15) was used to define a plane (named the left-arm plane) containing the 7th cervical vertebra, left shoulder and left wrist. We found that the angles of this plane to the reference horizontal z axis and target line axis (parallel to the reference x axis) were not consistent. The angle to the horizontal z axis varied from a mean of 133° (s = 1°) at the start of the downswing to 102° (s = 4°) at impact, suggesting a “steepening” of the left-arm plane. The angle of the plane to the target line changed from ??9° (s = 16°) to 5° (s = 15°) during the same period, showing anticlockwise (from above) rotation, although there was large inter-individual variation. The distance of the clubhead from the left-arm plane was 0.019?m (s = 0.280?m) at the start at the downswing and 0.291?m (s = 0.077?m) at impact, showing that the clubhead did not lie in the same plane as the body segments. We conclude that the left arm and shoulder girdle do not move in a consistent plane throughout the downswing, and that the clubhead does not move in this plane. Previous models of the downswing in golf may therefore be incorrect, and more complex (but realistic) simulations should be performed. 相似文献
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Susanne C. Paulus 《Journal of Adventure Education & Outdoor Learning》2016,16(2):117-130
This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual’s multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I identify the intersection of learning for sustainability and pluralism in three themes: learning as transformation, learning as participation and learning about identities and spaces. The reflections on what kind of learning outdoor education could seek to promote potentially help the field to clarify its role as a sustainable education approach. A programme designed to be responsive to both sustainability and pluralism would enable learners to explore the multifacetedness of a location and provide space for them to share and exchange individual experiences, perceptions and worldviews. 相似文献
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Reliability of unipodal and bipodal counter movement jump landings in a recreational male population
Cédric Schwartz Bénédicte Forthomme Julien Paulus Jean-François Kaux Olivier Brüls Vincent Denoël 《European Journal of Sport Science》2017,17(9):1143-1152
Movement patterns during landing have been suggested to be related to injury risk. The purpose of this study was to determine the inter-session reliability of kinematic variables and ground reaction forces during landing in a population of male recreational athletes after a counter movement jump. Both unipodal and bipodal landings were evaluated. Furthermore, the possibility to improve landing reliability with a verbal instruction was also studied. Twenty-four male volunteers with no history of lower extremity trauma were randomly assigned to two groups (with and without verbal landing instruction). An optoelectronic 3D system and force plates were used to measure the lower limb joint angles and the ground reaction forces during landing. Intraclass correlation values show moderate to excellent inter-session reliability for the bipodal task (ICC average: 0.80, range: 0.46–0.97) and poor to excellent reliability for the unipodal task (ICC average: >0.75, range: 0.20–0.95). However, large standard errors of measurement values at the ankle joint at impact (27.6?±?11.5°) and for the vertical ground reaction forces (394?±?1091 N) show that some variables may not be usable in practice. The verbal instruction had a negative effect on the reliability of unipodal landing but improved the reliability of bipodal landing. These findings show that the reliability of a landing task is influenced by its motor complexity as well as the instruction given to the subject. 相似文献