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Urban University (urban + university)
Selected AbstractsThe Relationship Between Leg Power and Physical Performance in Mobility-Limited Older PeopleJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 3 2002Jonathan F. Bean Md MS OBJECTIVES: The purpose of this study was to assess the influence of leg power and leg strength on the physical performance of community-dwelling mobility-limited older people. DESIGN: Cross-sectional analysis of baseline data from a 12-week randomized controlled exercise-intervention study. SETTING: Exercise laboratory within the Department of Health Science of an urban university. PARTICIPANTS: Forty-five community-dwelling mobility-limited people (34 women, 11 men), aged 65 to 83. MEASUREMENTS: Health status, depression, cognition, physical activity, and falls efficacy; physiological measures of lower extremity strength and power; and measures of physical performance. RESULTS: Through bivariate analyses, leg power was significantly associated with physical performance as measured by stair-climb time, chair-stand time, tandem gait, habitual gait, maximal gait, and the short physical performance battery describing between 12% and 45% of the variance (R2). Although leg power and leg strength were greatly correlated (r = .89) in a comparison of bivariate analyses of strength or power with physical performance, leg power modeled up to 8% more of the variance for five of six physical performance measures. Despite limitations in sample size, it appeared that, through quadratic modeling, the influence of leg power on physical performance was curvilinear. Using separate multivariate analyses, partial R2 values for leg power and leg strength were compared, demonstrating that leg power accounted for 2% to 8% more of the variance with all measures of physical performance. CONCLUSION: Leg power is an important factor influencing the physical performance of mobility-limited older people. Although related to strength, it is a separate attribute that may exert a greater influence on physical performance. These findings have important implications for clinicians practicing geriatric rehabilitation. J Am Geriatr Soc 50:461,467, 2002. [source] Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2010Sarah Elizabeth Barrett Abstract The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n,=,12) were enrolled in a 9-month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject-specific identities of our teacher candidates,Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject-discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380,401, 2010 [source] Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book clubJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2009Felicia Moore Mensah Abstract This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty-three preservice teachers (PSTs) enrolled in a 16-week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041,1066, 2009 [source] Assessment of a Cross-Disciplinary Domestic Violence Training for Emergency Medicine Residents and Law StudentsACADEMIC EMERGENCY MEDICINE, Issue 2008Cameron Crandall Objectives:, Domestic violence (DV) patients often have complex medical, social and legal issues that challenge assessment, treatment and referral. We designed a brief cross-disciplinary training for emergency medicine residents and upper level law students to determine the baseline level of resident and law student competence in assessment and management of patients with a history of domestic violence. Methods:, The study included 23 emergency medicine residents and 28 upper level law students at an urban university. The design included pretest, intervention, and retest with 4 standardized patient assessments. The intervention included for each 2 hours of cross-disciplinary lectures on DV and one joint case-based 2 hour learning session with the medical and legal learners. Communication skills (CSs) were assessed using a validated criterion standard. History taking competence (HX) was assessed with a prespecified checklist of critical elements designed to elicit key medico-legal factors relevant to each case. Data were compared with t tests. Results:, 18 (78%) residents and 26 (93%) law students completed the study. Pre-intervention, residents scored 63% (8% standard deviation (SD)) on CS and gathered 71% (13%) of critical HX elements. Law students scored 62% (8%) on CS and gathered 66% (8%) of critical HX elements. Residents (64% (6%)) and law students (63% (6%) showed similar post-intervention CS scores. Both residents (77% (10%), improvement 6%, p = 0.13) and law students (71% (14%), improvement 8%, p = .15) showed modest but non-significant improvement in critical HX gathering. Conclusions:, A brief cross-disciplinary training between medical and legal learners demonstrated low baseline scores in DV assessment for both learning groups with modest, but non-significant improvements in gathering of critical HX elements following intervention. Longer didactic training or more focused skill building might improve skills. [source] | ||||||||||