Prediction as an Impediment to Preparedness: Lessons from the US Hurricane and Earthquake Research Enterprises     

Genevieve E. Maricle 《Minerva》2011,49(1):87-111

No matter one’s wealth or social position, all are subject to the threats of natural hazards. Be it fire, flood, hurricane, earthquake, tornado, or drought, the reality of hazard risk is universal. In response, governments, non-profits, and the private sector all support research to study hazards. Each has a common end in mind: to increase the resilience of vulnerable communities. While this end goal is shared across hazards, the conception of how to get there can diverge considerably. The earthquake and hurricane research endeavors in the US provide an illustrative contrast. The earthquake community sets out to increase resilience through a research process that simultaneously promotes both high quality and usable – preparedness-focused - science. In order to do so, the logic suggests that research must be collaborative, responsive, and transparent. Hurricane research, by contrast, largely promotes high quality science – predictions - alone, and presumes that usability should flow from there. This process is not collaborative, responsive, or transparent. Experience suggests, however, that the latter model – hurricane research - does not prepare communities or decision makers to use the high quality science it has produced when a storm does hit. The predictions are good, but they are not used effectively. Earthquake research, on the other hand, is developed through a collaborative process that equips decision makers to know and use hazards research knowledge as soon as an earthquake hits. The contrast between the two fields suggests that earthquake research is more likely to meet the end goal of resilience than is hurricane research, and thus that communities might be more resilient to hurricanes were the model by which research is funded and conducted to change. The earthquake research experience can provide lessons for this shift. This paper employs the Public Value Mapping (PVM) framework to explore these two divergent public value logics, their end results, and opportunities for improvement.  相似文献   

Mapping the educational experiences of children with pathological demand avoidance     

Emma Gore Langton  Norah Frederickson 《Journal of Research in Special Educational Needs》2016,16(4):254-263

‘Pathological demand avoidance’ (PDA) describes a pattern of difficulties increasingly recognised as forming part of the autistic spectrum. Although clinical reports suggest that children with PDA are likely to experience considerable difficulties in education, their educational experiences have not yet been explored in any systematic way. In the current study, 42 parents of children with PDA completed a questionnaire about their child's educational experiences. Parents' responses indicated that this group of children displays high levels of problem behaviours in school, and receives corresponding high levels of special educational need support and professional involvement. Despite this support, the group had experienced high rates of exclusion and placement breakdown, with only 48% now in mainstream education. Parents reported relatively high satisfaction in their children's educational placements, with success defined by parents in terms of child outcomes, school characteristics and PDA‐specific factors. Findings are discussed with reference to what is known about the educational experiences of children with more typical autism spectrum conditions and in terms of the implications for the inclusion of this group of children with complex needs.  相似文献   

Accuracy of activPAL Self-Attachment Methods     

Nina L. Kringen  Genevieve N. Healy  Elisabeth A. H. Winkler 《Measurement in physical education and exercise science》2016,20(3):159-166

This study examined the accuracy of self-attachment of the activPAL activity monitor. A convenience sample of 50 participants self-attached the monitor after being presented with written material only (WMO) and then written and video (WV) instructions; and completed a questionnaire regarding the acceptability of the instructional methods. Participants positioned the monitor lower than the instructed position on the thigh (WMO ?5.15 ± 2.75 cm, WV ?4.16 ± 2.15 cm; p = .008 difference) and approximately 2 cm laterally from the thigh midline (WMO 1.90 ± 0.92 cm; WV 2.08 ± 1.24 cm). The orientation of the device was positioned correctly along the midline (within < 1° of vertical). Acceptability was high for both instructional methods although preference was shown for the WV instruction. In conclusion, participants consistently self-attached the activPAL close to the intended placement with either instructional method. The addition of video instruction produced a slightly more accurate attachment and was preferred by the participants.  相似文献   

Effect of repeat-sprint training in hypoxia on post-exercise interleukin-6 and F2-isoprostanes     

Paul S. R. Goods  Brian Dawson  Grant J. Landers  Christopher J. Gore  Kevin Croft  Peter Peeling 《European Journal of Sport Science》2016,16(8):1047-1054

This investigation examined the oxidative stress (F₂-Isoprostane; F₂-IsoP) and inflammatory (interleukin-6; IL-6) responses to repeat-sprint training in hypoxia (RSH). Ten trained male team sport athletes performed 3(sets)*9(repetitions)*5?s cycling sprints in simulated altitude (3000?m) and sea-level conditions. Mean and peak sprint power output (MPO and PPO) were recorded, and blood samples were collected pre-exercise, and again at 8 and 60?min post-exercise. Both MPO and PPO were significantly reduced in hypoxia (compared to sea-level) in the second (MPO: 855?±?89 vs. 739?±?95?W, p?=?.006; PPO: 1024?±?114 vs. 895?±?112?W, p?=?.010) and third (MPO: 819?±?105 vs. 686?±?83?W, p?=?.008; PPO: 985?±?125 vs. 834?±?99?W, p?=?.008) sets, respectively. IL-6 was significantly increased from pre- to 1?h post-exercise in both hypoxia (0.7?±?0.2 vs. 2.4?±?1.4?pg/mL, p?=?.004) and sea-level conditions (0.7?±?0.2 vs. 1.6?±?0.3?pg/mL, p?d?=?0.80) suggesting higher IL-6 levels of post-hypoxia. F₂-IsoP was significantly lower 1?h post-exercise in both the hypoxic (p?=?.005) and sea-level (p?=?.002) conditions, with no differences between trials. While hypoxia can impact on exercise intensity and may result in greater post-exercise inflammation, it appears to have little effect on oxidative stress. These results indicate that team sport organisations with ready access to hypoxic training facilities could confidently administer RSH without significantly increasing the post-exercise inflammatory or oxidative stress response.  相似文献   

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process     

Genevieve Simpson  Julian Clifton 《Assessment & Evaluation in Higher Education》2016,41(4):501-514

Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis.  相似文献   

Exploration of the DSM-5’s Autism Spectrum Disorder Severity Level Specifier and Prediction of Autism Severity     

Kimberly Ellison  Jon Gore  Dustin Wygant 《Exceptionality》2013,21(4):289-298

ABSTRACT

With the publication of DSM-5, clinical assessment of Autism Spectrum Disorder (ASD) has begun to follow a new dimensional framework which includes new severity specifiers. Little research has explored these severity ratings in comparison to other previously established severity indicators (e.g. ADOS-2 calibrated severity score). The current study compared parent and teacher ratings using the BASC-2 for 43 children and adolescents diagnosed with DSM-5 ASD, to contribute novel information to the BASC literature and to explore the new DSM-5 severity ratings. Linear regression analyses were conducted to determine the extent to which the DSM-5 Social Communication and Restrictive/Repetitive Behavior Severity Ratings (clinician-rated) predicted autism severity based on ADOS-2 calibrated severity scores. Furthermore, linear regressions were conducted to explore whether teacher ratings on the BASC-2 enhance parent ratings. Implications of these preliminary results for the assessment of children and adolescents with ASD are suggested.  相似文献   

How the earth is measured     

J. Howard Gore 《Journal of The Franklin Institute》1892,134(6):415-425

  相似文献   

The Power of the Pen: Writing Mentorship and Chicana/o M.A. Students     

Genevieve M. Negrón-Gonzales 《Journal of Latinos & Education》2014,13(1):62-70

This article draws on my experience as an adjunct professor in the Master's program of the Department of Mexican-American Studies at a large public university in California. Seeing my students’ struggles with writing, I conceived of a set of practices of writing mentorship anchored by a series of writing workshops held in Summer 2012. In this article, I document the pedagogy and content of these writing workshops in order to think about the unique struggles and opportunities Chicana/o Master's students face in the writing process and to provide an outline for other instructors interested in developing a practice of writing mentorship.  相似文献   

Kinematic changes during learning the longswing on high bar     

Williams G  Irwin G  Kerwin DG  Newell KM 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):20-33

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.  相似文献   

The ecology of interactive learning environments: situating traditional theory     

Genevieve Marie Johnson 《Interactive Learning Environments》2013,21(3):298-308

In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments.  相似文献