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排序方式: 共有202条查询结果,搜索用时 15 毫秒
1.
OBJECTIVES: The objective is to highlight the important role that librarians have in teaching within a successful medical informatics program. Librarians regularly utilize skills that, although not technology dependent, are essential to conducting computer-based research. The Metropolis analogy is used to introduce the part librarians play as informatics partners. Science fiction is a modern mythology that, beyond a technical exterior, has lasting value in its ability to reflect the human condition. The teaching of medical informatics, an intersection of technology and knowledge, is also most relevant when it transcends the operation of databases and systems. Librarians can teach students to understand, research, and utilize information beyond specific technologies. METHODS: A survey of twenty-six informatics programs was conducted during 2002, with specific emphasis on the role of the library service. RESULTS: The survey demonstrated that librarians currently do have a central role in informatics instruction, and that library-focused skills form a significant part of the curriculum in many of those programs. In addition, librarians have creative opportunities to enhance their involvement in informatics training. As a sample program in the study, the development of the informatics course at the Massachusetts College of Pharmacy and Health Sciences is included. CONCLUSIONS: Medical informatics training is a wonderful opportunity for librarians to collaborate with professionals from the sciences and other information disciplines. Librarians' unique combination of human research and technology skills provides a valuable contribution to any program. 相似文献
2.
Chris Bishop Lucas A. Pereira Valter P. Reis Paul Read Anthony N. Turner Irineu Loturco 《Journal of sports sciences》2020,38(11-12):1296-1303
ABSTRACT The aims of the present study were to provide an in-depth comparison of inter-limb asymmetry and determine how consistently asymmetry favours the same limb during different vertical jump tests. Eighteen elite female under-17 soccer players conducted unilateral squat jumps (SJ), countermovement jumps (CMJ) and drop jumps (DJ) on a portable force platform, with jump height, peak force, concentric impulse and peak power as common metrics across tests. For the magnitude of asymmetry, concentric impulse was significantly greater during the SJ test compared to CMJ (p = 0.019) and DJ (p = 0.003). No other significant differences in magnitude were present. For the direction of asymmetry, Kappa coefficients revealed fair to substantial levels of agreement between the SJ and CMJ (Kappa = 0.35 to 0.61) tests, but only slight to fair levels of agreement between the SJ and DJ (Kappa = ?0.26 to 0.18) and CMJ and DJ (Kappa = ?0.13 to 0.26) tests. These results highlight that the mean asymmetry value may be a poor indicator of true variability of between-limb differences in healthy athletes. The direction of asymmetry may provide a useful monitoring tool for practitioners in healthy athletes, when no obvious between-limb deficit exists. 相似文献
3.
Bradley Wade Bishop 《Public Library Quarterly》2016,35(4):318-324
In this article, Bradley Wade Bishop sets forth the unspoken premise that public libraries that offer desired services to their constituents are going to succeed. This article has many specific examples of emergency and continuing services that small public libraries provide. It also suggests the need for extensive research on successful libraries which illustrate all sorts of rules about how to meet the future successfully. 相似文献
4.
This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed. 相似文献
5.
6.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
7.
Cecilia Agudelo-Valderrama Barbara Clarke Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93
This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’
conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their
conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the
powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their
practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their
teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into
three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches
in the Colombian context but have likely implications for a range of international education contexts. Specific implications
for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education
programmes are presented.
相似文献
Alan J. BishopEmail: |
8.
The authors replicated a study (White, 1979) in which high correlations were obtained among the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Individual Achievement Test (PIAT), and the Goodenough-Harris Draw-A-Man (DAM), and conclusions were drawn that all these instruments might not be necessary in the same test battery. The present study involved a larger sample (360 children). Much lower correlations among the instruments were obtained, although the pattern of correlation was similar. It was concluded that results of the White study may have overestimated the relationships between the variables because of factors unique to the sample. Test specificity appeared using the larger, normally distributed sample, suggesting a legitimate use of all three tests in a single battery. 相似文献
9.
The main objectives of this study were (a) to elucidate young tennis players' use of music to manipulate emotional states, and (b) to present a model grounded in present data to illustrate this phenomenon and to stimulate further research. Anecdotal evidence suggests that music listening is used regularly by elite athletes as a preperformance strategy, but only limited empirical evidence corroborates such use. Young tennis players (N = 14) were selected purposively for interview and diary data collection. Results indicated that participants consciously selected music to elicit various emotional states; frequently reported consequences of music listening included improved mood, increased arousal, and visual and auditory imagery. The choice of music tracks and the impact of music listening were mediated by a number of factors, including extramusical associations, inspirational lyrics, music properties, and desired emotional state. Implications for the future investigation of preperformance music are discussed. 相似文献
10.
Effects of rest interval during high-repetition resistance training on strength, aerobic fitness, and repeated-sprint ability 总被引:1,自引:0,他引:1
The effect of altering the rest period on adaptations to high-repetition resistance training is not well known. Eighteen active females were matched according to leg strength and repeated-sprint ability and randomly allocated to one of two groups. One group performed resistance training with 20-s rest intervals between sets, while the other group employed 80-s rest intervals between sets. Both groups performed the same total training volume and load. Each group trained 3 days a week for 5 weeks [15- to 20-repetition maximum (RM), 2 - 5 sets]. Repeated-sprint ability (5x6-s maximal cycle sprints), 3-RM leg press strength, and anthropometry were determined before and after each training programme. There was a greater improvement in repeated-sprint ability after training with 20-s rest intervals (12.5%) than after training with 80-s rest intervals (5.4%) (P = 0.030). In contrast, there were greater improvements in strength after training with 80-s rest intervals (45.9%) than after training with 20-s rest intervals (19.6%) (P = 0.010). There were no changes in anthropometry for either group following training. These results suggest that when training volume and load are matched, despite a smaller increase in strength, 5 weeks of training with short rest periods results in greater improvements in repeated-sprint ability than the same training with long rest periods. 相似文献