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Sam Liu Dina Brooks Scott Thomas Gunther Eysenbach Robert Peter Nolan 《Journal of sports sciences》2015,33(10):1001-1006
The primary aim was to examine the criterion and construct validity and test–retest reliability of the Lifesource XL-18 pedometer (A&D Medical, Toronto, ON, Canada) for measuring steps under controlled and free-living activities. The influence of body mass index, waist size and walking speed on the criterion validity of XL-18 was also explored. Forty adults (35–74 years) performed a 6-min walk test in the controlled condition, and the criterion validity of XL-18 was assessed by comparing it to steps counted manually. Thirty-five adults participated in the free-living condition and the construct validity of XL-18 was assessed by comparing it to Yamax SW-200 (YAMAX Health & Sports, Inc., San Antonio, TX, USA). During the controlled condition, XL-18 did not significantly differ from criterion (P > 0.05) and no systematic error was found using Bland–Altman analysis. The accuracy of XL-18 decreased with slower walking speed (P = 0.001). During the free-living condition, Bland–Altman analysis revealed that XL-18 overestimated daily steps by 327 ± 118 than Yamax (P = 0.004). However, the absolute percent error (APE) (6.5 ± 0.58%) was still within an acceptable range. XL-18 did not differ statistically between pant pockets. XL-18 is suitable for measuring steps in controlled and free-living conditions. However, caution may be required when interpreting the steps recorded under slower speeds and free-living conditions. 相似文献
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The annotation of texts in the school English classroom is central to the curriculum, examination and the history of English as a school subject. In this paper we explore ‘the way it is done’ across two different classrooms. We focus on the relationship between official definitions of annotation offered by national policies and examination syllabuses and its actualization in particular classrooms. The article takes a multimodal approach: attending to all modes of representation and communication in the teaching of English including image, gesture, gaze and the spatial organization of the classroom. 相似文献
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Dmitriy Khodakov Leigh Thredgold Claire E. Lenehan Gunther G. Andersson Hilton Kobus Amanda V. Ellis 《Biomicrofluidics》2012,6(2)
Herein, we describe the development of a novel primer system that allows for the capture of double-stranded polymerase chain reaction (PCR) amplification products onto a microfluidic channel without any preliminary purification stages. We show that specially designed PCR primers consisting of the main primer sequence and an additional “tag sequence” linked through a poly(ethylene glycol) molecule can be used to generate ds-PCR amplification products tailed with ss-oligonucleotides of two forensically relevant genes (amelogenin and human c-fms (macrophage colony-stimulating factor) proto-oncogene for the CSF-1 receptor (CSF1PO). Furthermore, with a view to enriching and eluting the ds-PCR products of amplification on a capillary electrophoretic-based microfluidic device we describe the capture of the target ds-PCR products onto poly(dimethylsiloxane) microchannels modified with ss-oligonucleotide capture probes. 相似文献
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This paper draws together various strands of argument in the emerging field of 'New Literacy Studies' to put forward the view that we need to re-evaluate how literacy is conceptualised, taught and assessed. Three central themes form the basis of the argument. First, the paper points to the emergence of the so-called new economy and globalisation, and argues that the skills and knowledge base required to cope effectively with the demands of work and the demands of everyday life are increasingly changing, and differ in important ways from some of the basic skills associated with the current literacy curriculum. Second, the paper argues that society is becoming increasingly plural and diverse, and, as such, forefronts many different ways in which people make shared meaning. Yet assessment apparently requires a single standard by which meaning is validated and this, it seems, calls into question the democratic basis of learning and teaching. In the final section of the paper, we argue that we can learn from new theoretical understandings of cognition and human action in order to develop a roadmap for redesigning pedagogy and assessment. 相似文献
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The Secret Garden revisited 总被引：1，自引：0，他引：1
Adrian Gunther 《Children‘s Literature in Education》1994,25(3):159-168
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Barbara Hanfstingl Gunther Abuja Gabriele Isak Christine Lechner Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82
ABSTRACTThe purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues. 相似文献
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Gunther M Hega 《Compare》2001,31(2):205-227
This article argues that identity and language issues exert a powerful influence on the politics and policies of education in Switzerland. Regional and local linguistic and cultural differences affect the education policies of the Swiss federal government, the 26 Swiss cantons, and the more than 3000 Swiss communities. Switzerland's highly decentralized political system and its mechanisms of direct democratic citizens' participation force educational policy-makers at the national, regional, and local level to take into account not only their own locality's culture and language, but also that of their neighboring towns, cantons, and regions. The article uses the example of the introduction of second language instruction as a case study to illustrate why and how education policy at all levels of the polity reflects Switzerland's cultural and linguistic diversity and the strong local and regional identities of the Swiss citizenry. 相似文献
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In this article, a design-oriented, multimodal understanding of learning will be outlined. There seems to be a need for a new conceptualisation of learning in an era characterised by an increasing virtual space, blended media and new communicative patterns. This means a broader understanding of learning, and a theoretical understanding of transformational and interactive processes, where meaning-making, the role of agency, and what is seen as proper representations and as signs of learning in a cultural context are central issues. 相似文献