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Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions. 相似文献
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Comparison of two Actigraph models for assessing free-living physical activity in Indian adolescents
Corder K Brage S Ramachandran A Snehalatha C Wareham N Ekelund U 《Journal of sports sciences》2007,25(14):1607-1611
This aim of this study was to compare the new Actigraph (GT1M) with the widely used Model 7164. Seven days of free-living physical activity were measured simultaneously using both the Model 7164 and GT1M in 30 Indian adolescents (mean age 15.8 years, s = 0.6). The GT1M was on average 9% lower per epoch than model 7164, thus a correction factor of 0.91 is suggested for comparison between the two monitors. The differences between monitors increased in magnitude with intensity of activity (P < 0.001) but remained randomly distributed (r = 0.01, P = 0.96). No significant difference was observed between monitors for time spent in moderate (P = 0.31) and vigorous (P = 0.34) physical activity when using the same epoch length. The Model 7164 classified less time as sedentary (P < 0.001) and more time as light-intensity activity (P < 0.001) than the GT1M. In conclusion, data from the GT1M can be compared with historical data using average counts per minute with a correction factor, and the two models might be comparable for assessing time spent in moderate to vigorous physical activity in children when using the same epoch length. 相似文献
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Across the Western world, membership in the established organized churches is on the decline with a concomitant reduction in the need for churches and church halls. As redundant and unused churches are the focus of vandalism and decay, owners and heritage managers are looking for options to adaptively re-use such buildings. This article reviews the literature on the re-use of churches in the Netherlands, which has long history of innovatively addressing the problems. The options available range from re-use for religious purposes by other denominations or faiths, to community use (multi-purpose, sport, music etc.), and private use, which can be either commercial or residential. The attitudes of the community and the original property owners play a major part in successful adaptive re-use. Because of its long history, the Dutch experience in adaptive re-use of religious buildings has much to offer heritage managers in other countries faced with this emergent management issue. 相似文献
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Finding an appropriate temporary storage location for books and providing access to them is a significant challenge for libraries undergoing renovations. The current article describes the use of a document management company by an academic library to store 430,000 books for 8 months and provide a retrieval-on-demand service. Aspects covered include the selection of a commercial storage provider with its own retrieval service; details of the move to and from offsite storage; the integration of the service with library processes; communications and user feedback; book usage during the storage period; overall costs; and lessons learned from the experience. 相似文献
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Kirsten Locke 《Educational Philosophy and Theory》2015,47(6):596-607
AbstractInspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored. 相似文献
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In the international debate surrounding transitions from school to employment, Japan and Germany are regularly cited as examples of success. This article draws on the Japanese concepts represented by two problematic groups – freeters and NEETs – to demonstrate that over recent years, young people in both countries have also been facing serious problems with the transition process. Interpretation of empirical data also, however, reveals a number of contrasts between them. We focus here on differences in their educational systems and on the role each system plays within its own society. The article also uses divergent recruitment practices and employment structures as vehicles for comparison and interpretation. 相似文献
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This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning. 相似文献
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