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ISSN 1556-6757 |
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1, Issue 1, 2007 |
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This study examines the impact of locus of control (LOC) and
perceptions of parenting styles (PS) on the psychosocial
success (PSS) of emerging adults (EAs). PSS was defined as
the successful resolution of the tasks postulated by
Erikson’s stage theory of psychosocial development (1975).
The Measures of Psychosocial Development (based on Erikson’s
theory; Hawley 1988), the Parental Authority Questionnaire (Buri
1991), and the Internal-External scale of Rotter (1966) were
completed by 334 undergraduates (ages 18-25). Analyses
revealed associations between (1) authoritative parenting
and PSS, (2) maternal authoritative parenting and internal
LOC, and (3) external LOC and maternal permissive and
authoritarian PS. The relation
between paternal PS and PSS was also moderated by LOC. Emerging
adults’ PSS may be affected both directly by their
perceptions of the PS they encountered earlier in life and
indirectly through LOC, which may also be influenced by
perceived PS.
Full
Article
Abstract
This article depicts the meaning of Distance Learning (DL)
and its implementation to enhance learning and teaching in
higher education. This study describes the historical
background of distance learning education, factors that
influence adult learners, and DL’s key objectives, effects,
issues, advantages, and disadvantages. The advent of new
methods of teaching with technology has resulted in issues
concerning the delivery of courses through the World Wide
Web and the difficulties involved in incorporating
Information Technology (IT) into an existing curriculum.
Among the examples, colleges and universities are
implementing distance learning programs for 3 reasons: (a)
the convergence of communication and computing technologies,
(b) the need for information-age workers to acquire new
skills without interrupting their working lives for extended
periods of time, and (c) the need to reduce the cost of
education. Distance learning has gained ground in
institutions of higher learning because of its flexibility
and availability to learners and teachers, regardless of
geographic location. This study does not focus on
technology; rather, it focuses on the consequences of using
technology for course design, delivery, and the perception
of adult learners participating in distance learning
Full
Article
Microelectromechanical systems (MEMS) are small, integrated
devices or systems that combine electrical and mechanical
components. They range in size from the sub micrometer (or
sub micron) level to the millimeter level.
MEMS extends the fabrication techniques developed for the integrated circuit industry
to add mechanical elements such as beams, gears, diaphragms,
and springs to devices. These systems can
be
utilized for
sensor,
control,
or
actuator technology in
micro-scale,
and function individually or in arrays to generate
synergic
effects on the macro scale
providing foundation of
fabrication
technology for
large arrays of
micro-scale
devices
to
accomplish complicated functions.
Bulk
micromachining, one of the MEMS technologies, is an
essential method to fabricate micro or nano scale structures
on the pure silicon wafer. It was not until the recent past
when the directional wet etching process was fully
understood in the crystal structure level and utilized for
mechanical parts fabrication practically. Due to the
precision sculpturing capability of a 3D structure, the bulk
micromachining became one of the most important technologies
for nano structure manufacturing areas. As an introductory
session of the MEMS technology into the Semiconductor
Manufacturing Technology curriculum (TECH 4392), a series of
design and development plans of a micro scale cantilever
beam structure had been performed during the summer 2004.
The result of the study has been implemented in the course
successfully in year 2005 spring semester.
In this
paper, we detailed material
requirements, safety precautions,
process
operations
for
wet oxidation process and
anisotropic
wet etching
of
pure silicon
crystal, utilizing infrastructures including a 10,000
certified clean room in the department. In brief, we review
the bulk micromachining process and its parameters set forth
for the course and share some useful results from a
pedagogical standpoint. The MEMS curriculum development
project introduced herein has been supported by NSF grant
(#0411262).
Full
Article
Acute physiological response to treadmill walking with torso mounted
weight in young women
John B.
Hammett, Suresh Perera, William T. Hey, and Roland A. Thornburg
Abstract
Eleven college age women (22.4 ± 2.21 years) volunteered to participate
in this three-session experiment that investigated the acute
physiological response to progressively increasing grades of treadmill
walking while wearing a weighted vest. The three experimental sessions
consisted of walking at a treadmill speed of 4-km×hr-1 at grades of 0%,
4%, 8%, 12%, and 16% for five minutes at each level. Subjects were
randomly assigned to each of three treatments: walking with no vest
(NV), walking with a 110% body weight (110%BW) load, and a 120% of body
weight (120%BW) load. Fifth minute data were evaluated statistically:
heart rate (HR), oxygen uptake, minute ventilation, systolic blood
pressure (SBP), and diastolic blood pressure (DBP). ANOVA with repeated
measures was used for statistical analysis. Scheffe comparison
determined significant differences between treatments. The results
showed that the addition of 20%BW stimulated a significant increase in
heart rate (HR), oxygen uptake, minute ventilation, systolic blood
pressure (SBP), at all inclines of walking over NV. Yet, the increase
in oxygen uptake amounted to an average of only one MET at each grade.
The increases in SBP and HR did not reach values considered to be
abnormal for aerobic exercise.
Full
Article
A School-Based
Physical Activity Program Tailored to Adolescent Girls
Mary Neisen,
Carie A. Braun, Linda Shepherd
Abstract
The purpose of this quasi-experimental study was to
determine the impact of the standard co-ed physical
education curriculum versus the impact of a female-only
tailored physical education class on physical fitness and
self-perceptions. A sample of 27 eighth grade females
(13=control group and 14=intervention group), from one
Midwest middle school were recruited. Guided by Pender’s
Revised Health Promotion Model, the authors set out to
determine if there were differences in pre or
post-intervention physical fitness levels, body composition,
self-regulatory efficacy, self-perceptions (social
acceptance, physical appearance, athletic competence, and
global self-worth), exercise frequency, barriers, benefits,
and commitment to an exercise plan between the intervention
and control groups. Descriptive and inferential statistics
were used to compare pre-intervention and post-intervention
results for each measure within and between the intervention
group, the control group, and both groups combined. The
intervention group had a higher increase in body fat
percentage and in regards to fitness levels; they showed
greater gains in abdominal strength but lost ground in
measures of quickness with a shuttle run post intervention.
The control group exercised vigorously more frequently
outside of PE class then the intervention group. Both groups
had a low exercise self-regulatory efficacy post
intervention and spent 3 hours per day in sedentary
activity. There were no significant changes in self
perceptions in either group. Results and implications are
discussed and suggestions for health and physical education
professionals are offered for promoting physical activity in
this population.
Full
Article
Impact of One Science
Teacher’s Beliefs on His Instructional Practice
Marla J. Johnson,
Janice L. Hall
Abstract
Research
on beliefs indicates that teachers are crucial change agents leading the
way to educational reform, and that teacher beliefs are precursors to
change. Like the students they teach, teachers bring to their
classrooms a set of beliefs about teaching and learning that are shaped
through years of personal experience, and as learners within families,
communities, and cultures. In addition to the beliefs teachers hold
about teaching and learning are their perceptions of the students they
teach. Both teacher beliefs about learning and perceptions about their
students translate into classroom instructional practice. These
practices in turn, shape the dynamics of student learning. Teachers’
beliefs and expectations of their students are part of a personal belief
system influenced by prior personal experiences, experiences with
diverse students, teachers’ role definitions, and knowledge of
appropriate teaching strategies. Ultimately, these beliefs and
expectations interact and may influence science teachers’ planning and
delivery of instruction, influencing student achievement. The aim of
this qualitative case study was to examine what actually happens during
science lessons in a middle school with a high percentage of low-income
minority students. It provides for a deeper insight and understanding of
how one teacher’s beliefs about his students influences his
instructional practices. Furthermore, the intent of the research was to
inform practice in science instruction.
Full
Article
25
Guidelines for NCATE Unit Assessment
Heidi L.
Schnackenberg,
Elizabeth Zadoo, Darcy Aubrey
Abstract
Accrediting bodies, such as the National Council for the Accreditation
of Teacher Education (NCATE), strive to improve the quality of teacher
preparation programs. Through assessment-based analysis of
institutional practices, NCATE accredits institutions of higher
education that successfully address six Unit Standards. Although all
the NCATE Standards are important, this article is focused on aspects
and issues surrounding Standard 2, Assessment and Unit Evaluation. It
is the intention of the authors that their experiences with the NCATE
accreditation process will help other institutions develop their own
system, with an understanding of what will make it a worthwhile
endeavor. What follows is a combination of guidelines for building the
assessment system, lessons that we learned, and words of wisdom about
the overall process of accreditation.
Full
Article
Moral Imperatives and
Modern Sport
Steven Aicinena
Abstract
Sport serves as a beacon of humanity but it also serves as a
source of darkness. The natural law guides humanity toward
moral and civil behavior. The performance ethic motivates
individuals to act with self-interest and to engage in
behavior that causes conflict and pain. Behavior called for
by natural law is reflective of that prescribed by many of
the world’s great religions. The propensity of sport
participants to intentionally harm others, lie, cheat, seek
revenge, utilize harsh, divisive and inflammatory language,
and demonstrate prideful behavior as a response to the
performance ethic is examined through the filter of the
natural law and scriptures of various world religions. We
are the authors of actions we take in sport and in life. If
sport is to have a positive affect upon participants and
society, the natural law should be adhered to at all times
and the performance ethic’s calling denied.
Full
Article
Gender Equity for
At-risk Students
Dianne Reed, Julie Combs,
Anthony J. Harris, Mack T. Hines, III,
Shirley Johnson,
Carol H. Parker,
Rebecca Robles-Pina
Abstract
Historically, the existence of inequities and inequalities
between genders in US society has been well documented; and
in contemporary society, many inequities continue to
manifest themselves in a variety of social systems,
including education, juvenile justice, and the economy.
Such inequities demand strong responses from practitioners,
scholars, policy makers, and others who support the
principles of equality, equity, and social justice. This
article identifies and discusses contemporary issues that
are representative of gender inequity within the systems of
education, juvenile justice, and economics. The authors
explore ways in which historical and contemporary gender
inequity issues have impacted and continue to impact student
achievement, drug use, delinquency, poverty, and
homelessness. Furthermore, the authors offer concrete
suggestions and recommendations for teachers, school
leaders, and policy makers on ways to bridge the gender
equity gap.
Full Article
Expanding technologies for
clinical practice increase the amount of content that
healthcare programs, such as Radiologic Science programs,
must cover. Educational technologies provide opportunities
for new approaches to education delivery, including a shift
to student-centered, active learning activities. This
literature review reveals that strategies such as
questioning techniques, self-directed learning, concept
mapping, problem-based learning and case-based instruction
are used by educators within several allied health programs
to promote active learning and encourage students to become
critical thinkers and problem solvers. In cases with problem
based learning curriculums, the instructor has a minimal
role in student direction. Radiologic science educators
should consider how to best incorporate these active
learning strategies into their teaching.
Full
Article
Teaching Adolescent
English Language Learners Using Non-fiction Text
Margo
DelliCarpiniL
Abstract
Content area teachers face the challenge of growing numbers
of second language learners in their mainstream subject area
classrooms. In addition to the increasing language learner
population, many secondary level English as a second
language (ESL) students have had interrupted formal
education and lack the academic and literacy skills
necessary to engage with text in the context of English or
Social Studies classes. This article focuses on the
challenges older ESL students can face when interacting with
subject area material and highlights an instructional
practice to meaningfully engage adolescent second language
learners with authentic text using the non-fiction work, Women’s Diaries of the Westward Journey (Schlissel, 1982;
1992). Student academic skills and language and literacy
levels are enhanced by virtue of their engagement with
authentic text and the practice described can be implemented
in either a Content Based ESL classroom or in a subject area
classroom.
Full Article
The Role of
Manipulatives in Arithmetic and Geometry Tasks
Taylor Martin,
Ayiesha Lukong, Raven Reaves
Abstract
Many researchers and teachers advocate the use of
manipulatives, hands-on objects like base-10 blocks, to
support students’ mathematics learning. However, the
evidence supporting this practice is mixed. Results from our
prior research suggested a novel explanation for how
manipulatives help children learn. The proposal, “physically
distributed learning” (PDL), is that action with
manipulatives supports learning when it provides a way for
children to simultaneously and iteratively adapt and
interpret their environment.
Research in the area of arithmetic supports PDL, but it has
not been examined in geometry. This paper examines the
possibility that physical action may have different effects
in arithmetic and geometry tasks in the context of two
studies with kindergarten, first- and second-grade students.
In the arithmetic study, students solved addition word
problems using manipulatives and drawings. In the geometry
study, students completed a shape identification task with
manipulatives and drawings.
On addition tasks, children were more successful with
manipulatives than with pictures, replicating previous
arithmetic studies. On geometry tasks, children also
benefited from manipulation, but in different ways. Using
manipulatives and pictures led to similar overall
performance. However, all children were more likely to
rotate their paper or physical shape when this action could
help them identify the shape. In addition, when asked to
make non-triangles into triangles, children using
manipulatives (pipe cleaners) reshaped non-triangles, while
those who worked with pictures drew a prototypical triangle
(roughly equilateral) on top of these shapes. These results
suggest that while the spatial nature of geometry tasks may
change the effects of manipulatives on problem solving,
manipulation still helps children expand their
investigations in the physical environment and thereby
advance their thinking.
Full Article
A User's Guide to the Legacy Cycle
Stacy S. Klein,Alene H. Harris
Abstract
Research has
shown that students’ mastery of content knowledge and their ability to
apply that knowledge in new situations improves when certain classroom
characteristics are met. The book
How
People Learn identifies these characteristics of classrooms and
curricula that optimize student learning as knowledge-centeredness,
learner centeredness, assessment centeredness, and
community centeredness. The question then becomes how these four
centerednesses can be put into practice in classroom instruction. In
answer, the Legacy Cycle curriculum structure was designed as a way to
embed these four centerednesses into classroom lessons. This guide is
designed to facilitate an instructor’s implementation of this lesson
model: the curriculum structure is defined step by step, with (1)
examples of each step, (2) potential advantages and possible problems
associated with each step, and (3) classroom management strategies to
avoid the problems proactively and thus allow students to profit from
the advantages. Suggestions for introducing the Legacy Cycle to your
students are also provided.
Full Article
Masoud Ghaffari
Abstract
This study was conducted for a better understanding
of human intelligence and to explore factors and events that may
influence the development and/or impediment of it. Using a
phenomenological method, 48 participants with diverse experiential,
vocational, academic, and cultural backgrounds were interviewed. From
coding and analyzing the data three categories emerged: intrapersonal,
interpersonal, and transpersonal. In this paper I discuss the complexity
of understanding the phenomenon of human intelligence with particular
focus on these three emerging categories
Full Article
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