Validation of a videogrammetry technique for analysing American football helmet kinematics     

Ann Bailey  James Funk  David Lessley  Chris Sherwood  Jeff Crandall  William Neale 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(5):678-700

ABSTRACT

Professional American football games are recorded in digital video with multiple cameras, often at high resolution and high frame rates. The purpose of this study was to evaluate the accuracy of a videogrammetry technique to calculate translational and rotational helmet velocity before, during and after a helmet impact. In total, 10 football impacts were staged in a National Football League (NFL) stadium by propelling helmeted 50th percentile male crash test dummies into each other or the ground at speeds and orientations representative of concussive impacts for NFL players. The tests were recorded by experienced sports film crews to obtain video coverage and quality typically available for NFL games. A videogrammetry procedure was used to track the position and rotation of the helmet throughout the relevant time interval of the head impact. Compared with rigidly mounted retroreflective marker three dimensional (3-D) motion tracking that was concurrently collected in the experiments, videogrammetry accurately calculated changes in translational and rotational velocity of the helmet using high frame rate (two cameras at 240 Hz) video (7% and 15% error, respectively). Low frame rate (2 cameras at 60 Hz) video was adequate for calculating pre-impact translational velocity but not for calculating the translational or rotational velocity change of the helmet during impact.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Supporting the information gathering practices of academically advanced college-bound students     

Melanie S. Meyer  Jeff Cranmore 《Psychology in the schools》2020,57(7):1057-1076

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The UK National Arts Education Archive: Ideas and Imaginings          下载免费PDF全文

Jeff Adams  Rowan Bailey  Neil Walton 《The International Journal of Art & Design Education》2017,36(2):176-187

The National Arts Education Archive (NAEA) is housed and maintained by the Yorkshire Sculpture Park (YSP), and managed by YSP coordinators and educators with a well‐established volunteer programme. This year, 2017, as part of the celebrations of the YSP's 40th anniversary, the Archive will hold its own exhibition entitled Treasures Revealed: a collection of items selected by people who have been involved in the Archive, whether as donors, volunteers, researchers, artists, trustees or steering group members. In parallel with the exhibition, this article aims to give voice to a selection of individuals and groups associated with the Archive, discussing their interests and experiences of it, and their thoughts on its value and importance as a repository of arts education materials, ideals and practices. Our primary motivations were to consider these different voices in relation to the purpose, direction and relevance of the NAEA today. These exchanges raise fundamental questions and debates about what art education is and what it might become, and how these historical collections, and creative engagements with it, might help to shape our contemporary thinking.  相似文献   

The Effect of Field Trips to University Research Labs on Israeli High School Students’ NOS Understanding     

Dina Tsybulsky  Jeff Dodick  Jeff Camhi 《Research in Science Education》2018,48(6):1247-1272

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Team-Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course     

Taylor M. Weiskittel  Nirusha Lachman  Anjali Bhagra  Kylie Andersen  Jeff St. Jeor  Wojciech Pawlina 《Anatomical sciences education》2021,14(3):377-384

The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.  相似文献   

Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course     

Michelle T. Chamberlin  Jeff D. Farmer  Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457

The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided to assess the mathematical learning of the teachers during this professional development course for various accountability reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation. Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework, quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. We learned that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment. The article concludes by describing the various properties of the assessments that the teachers identified as contributing to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade K-16 mathematics students.

Michelle T. ChamberlinEmail:

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Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

Mentoring interdisciplinary undergraduate students via a team effort     

Karsai I  Knisley J  Knisley D  Yampolsky L  Godbole A 《CBE life sciences education》2011,10(3):250-258

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members-two from biology and two from mathematics-gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.  相似文献   

Differentiating the neural response to intervention in children with developmental dyslexia     

Odegard TN  Ring J  Smith S  Biggan J  Black J 《Annals of dyslexia》2008,58(1):1-14

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献