Augmented feedback, including that provided using technology, can elicit multifaceted benefits on perceptual-motor learning and performance of sporting skills. However, current considerations of the ...applied value in supporting learning and teaching cricket skill is limited. This systematic review with meta-analysis aimed to understand the role and effectiveness of feedback-involved interventions on skill-based performance outcomes in cricket-related research. Six electronic databases were searched (SPORTDiscus, CINAHL, MEDLINE, Scopus, Web of Science and PsycINFO). Of 8,262 records identified, 11 studies met inclusion criteria; five of which were included in meta-analyses. Given no studies with an isolated feedback intervention-arm were identified, the two meta-analyses explored anticipation-based studies consisting of an intervention that included augmented feedback; positioned with respect to the key motor skill concepts of perception (anticipation accuracy) and action (performance success). Despite results highlighting improved performance outcomes for the feedback-involved intervention groups, with a large effect size for improved anticipation accuracy (Hedge's g = 1.21, 95% CIs -0.37, 2.78) and a medium effect size for overall performance success (Hedge's g = 0.55, 95% CIs -0.39, 1.50), results were not statistically significant and should be interpreted with caution given the wide confidence intervals. Considering the small number of studies available, in addition to the lack of isolated feedback protocols, further research is warranted to thoroughly explore the impact of augmented feedback on skill-based performance in cricket. Beyond the meta-analyses, the review also explored all included studies from an ecological dynamics perspective; presenting future avenues of research framed around evaluating the applied value of using augmented feedback (mediated with or without technology) for learning and teaching skill in cricket.
The first book to take a "visitor's eye view" of the museum visit when it was first published in 1992, The Museum Experience revolutionized the way museum professionals understand their constituents. ...Falk and Dierking have updated this essential reference, incorporating advances in research, theory, and practice in the museum field over the last twenty years. Written in clear, non-technical style, The Museum Experience Revisited paints a thorough picture of why people go to museums, what they do there, how they learn, and what museum practitioners can do to enhance these experiences.
We live in an era of digitally accessible multimodality for various purposes and practices. Researchers and educators agree that multimodal literacies are essential by human beings to communicate, ...work, and thrive in the global world of the 21st century (Gee, 2003; Jewitt & Kress, 2003; New London Group, 1996). Along with this need, teachers need to be aware of "multimodal possibilities" (Lotherington & Jenson, 2011, p. 227) and their ramifications for teaching and learning. In second/foreign language education, multimodality has become even more central than ever. The interconnectedness among learning contexts, digital tools and materials, and learners is dynamic, multi-faceted, and, more importantly, awaits further exploration so language teachers and learners can transform the understandings into effective pedagogical practices. In this special issue, we present seven research efforts contributing to moving toward this goal. Under the overarching theme of contextualized multimodal language learning, the studies tackle issues in theoretical perspectives, methodological choices, educational contexts, and applications of innovative technological tools. Collectively, the studies revealed positive pedagogical values for language teachers of different educational contexts to enhance the learning experiences of different age groups by creatively taking advantage of multiple modes of knowing and meaning-making. Keywords: Multimodal, Contextualized language learning, Digital tools, Language teaching
La asistolia, o paro cardíaco, es el cese del corazón de una persona en este momento, el tiempo es muy importante, se debe actuar de inmediato y prescribir el tratamiento adecuado. La asistolia es ...causada por enfermedades y condiciones que pueden ser específicas del corazón (enfermedad coronaria) o no cardíacas (trauma, hemorragia, asfixia e intoxicación). El objetivo es determinar el manejo de pacientes con asistolia para introducir aspectos nuevos o educativos de la enfermedad. La metodología que se utilizó un método descriptivo retrospectivo con una técnica de recolección de historia clínica que revisó antecedentes patológicos, antecedentes personales, signos y síntomas, causa de la asistolia y tratamiento dado al paciente. Los resultados con base en la revisión de la historia clínica del paciente con asistolia, se encontró que se trataba de una parálisis de funciones sistémicas causada por cambios en el músculo cardíaco, por lo que se realizaron maniobras para reanimar el corazón., pero en el segundo episodio no lo supero, la asistolia continua y el paciente muere. Las conclusiones que este estudio proporcionó todas las bases legales para la recopilación de datos, la identidad preservada en todos los reclamos, respaldado por la verificación científica Scopus, Pubmed para la discusión relevante. Eventualmente, se concluyó que solo una de cada 100 personas que sufren de asistolia morirá.
It is one of few statements upon which Americans left, right, and center agree: The nation faces a civic crisis. Polarization, rage, and militancy vie with cynicism, disengagement, and despair in the ...much-vaunted battle for America’s political soul—all while trampling grace, deliberation, and cooperation underfoot. What can and should our institutions of higher education do to address this situation? Such a question demands at least as many responses as there are distinctive functions of higher education. This article explains one effort to answer it with reference to the sector’s most visible—and arguably most essential—field of endeavor: undergraduate teaching and learning. The Third Way Civics initiative (3WC) unites institutions across the country in an experimental approach to civic learning in college, centered on a one-semester, credit-bearing course on American political and social development across time. Orchestrated by the Minnesota Humanities Center (MHC) and funded by MHC, the Teagle Foundation, and Lumina Foundation, 3WC directly fosters the embrace and development of several core commitments and building blocks identified by MJCSL guest editors as essential to healthy civic identity, including commitments to liberal democracy, personal integrity, and public-minded self-reflection, and building-block capacities for engaging constructively across differences and for active, collaborative acquisition of democratic knowledge, habits, and skills. In these ways, 3WC responds not only to pundits’ predictions of a civic apocalypse, but to what surveys reveal to be a growing (and far more hopeful) desire among students for a practically democratic education: one that positions them for economic success but also prepares them for lives of public purpose and productive citizenship.
Museums may not seem at first glance to be engaged in social work. Yet, Lois H. Silverman brings together here relevant visitor studies, trends in international practice, and compelling examples that ...demonstrate how museums everywhere are using their unique resources to benefit human relationships and, ultimately, to repair the world. In this groundbreaking book, Silverman forges a framework of key social work perspectives to show how museums are evolving a needs-based approach to provide what promises to be universal social service. In partnership with social workers, social agencies, and clients, museums are helping people cope and even thrive in circumstances ranging from personal challenges to social injustices. The Social Work of Museums provides the first integrative survey of this emerging interdisciplinary practice and an essential foundation on which to build for the future.
The Social Work of Museums is not only a vital and visionary resource for museum training and practice in the 21 st century, but also an invaluable tool for social workers, creative arts therapists, and students seeking to broaden their horizons. It will inspire and empower policymakers, directors, clinicians, and evaluators alike to work together toward museums for the next age.
'Silverman provides an informative, readable, and entertaining addition to any museum studies library.' – Visitor Studies 'Timely and important ... so well researched and carefully argued that it is bound to become a classic reference for those who wish to maximize the public value of museums ... The Social Work of Museums is an invaluable resource – one that is well worth owning and returning to again and again ... Lois Silverman has written a brilliant book.' – Mary Ellen Munley, MEM & Associates, Museum Management and Curatorship
'A sympathetic call to action. Silverman artfully weaves together a number of seemingly disparate threads ... The resulting tapestry is a reader-friendly introduction to social work principles for museum professionals … which is simultaneously an introduction to museum studies for social workers. … This is a thought-provoking, inspiring book that many are sure to find is a useful tool for professional development, organizational change, teaching, research, and planning.' – Phaedra Livingstone, University of Oregon, USA, caa.reviews
1. In the Service of Society 2. Social Work Perspectives 3. From Body to Soul 4. Solve et Coagula 5. Treasures of Home 6. Birds in Flight 7. Toward the Next Age
Post-secondary teachers find that many students who could benefit from the support of their institution's academic skills centres to succeed in their courses do not show up. Ways to motivate students ...to use these services are in development and will need to be evaluated. This article presents the process for developing and validating the Echelle de perception d'un centre d'aide en francais du postsecondaire (EPCAFP). The instrument is composed of three subscales (Interest, Utility and Controllability) and has been evaluated with 1,324 college students from four colleges in Quebec. Exploratory and confirmatory factor analyzes revealed a structure that clearly distinguishes the 10 items of the scale according to the three conceptual dimensions representing the subscales. Moreover, results are satisfactory with regard of internal consistency, discriminant validity as well as criterion-related validity of the instrument. The results of this study are discussed in light to the issue that justified its conduct.
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