303 research outputs found
Bill Harney with A.P. Elkin's expedition at their camp at Maranboy, Northern Territory, 1948 [picture].
No full textTitle based on information from acquisition documentation and from caption on verso.; Part of collection: Collection of photographs of author and bushman, Bill Harney, ca. 1940-1962.; Identified as Maranboy on verso and as Beswick, Barunga, Bamyili in the Northern Territory library copy of the same image.; Photograph from left to right: Bill Harney, Alex Ivenson (press photographer), John Gribble (Native Affairs Branch Superintendent), Syd Kyle-Little (patrol officer), Prof. A. Elkin (Sydney University anthropologist), Eric Jolliffe (cartoonist).; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn3705751; Purchased from Michael Treloar Antiquarian Booksellers, List 90, Lot 64, 2006
Caring for everyone: Effective and inclusive communication in perinatal care
No full textWe advance a novel approach to gender inclusive language, showing how it can be used in perinatal and postnatal care. Existing attempts to use language inclusive of trans and non-binary parents have faced objections, prompting calls to use trans-exclusionary “sexed” language as a default (Gribble et al. 2022). We show that these objections attach only to some unsatisfactory attempts at inclusive language. We articulate the moral and communicative goals at stake, and then work through a range of examples to show that no single linguistic strategy can meet these goals in all contexts. A pluralistic approach is needed. Our pluralistic approach draws on gender neutral, gender additive, and second-person locutions, as well as taking advantage of the possibility for multiple targeted communications. Moreover, this pluralistic approach highlights the gaps in research and understanding needed to ensure substantively inclusive care in future
Writing the book you’ll teach
No full textWhat “bridges the gap” between professional librarianship and the educational practice of LIS programs or iSchool curricula? Textbooks. Library and information science students require learning materials that will help them enter a rapidly changing field. They need to blend theory with practice to be ready for the varied responsibilities that will accompany jobs in many different kinds of libraries—or jobs outside of libraries. How can a textbook help? Textbooks offer authority, structure, consistency, and reference materials. Authors have done the hard work of validating information. Textbooks are structured to provide an overview of the field of study. They offer consistency; in a class of many students, everyone has access to the same materials. And a good textbook becomes a valuable reference when courses are finished and students enter library practice. As the field of LIS education changes, LIS textbooks must change with the times. Students need to learn both the practicalities of librarianship and the history, ethics, and pedagogies of their chosen career. It’s increasingly important for textbook authors to be innovative thinkers while still being deeply grounded in the area of their expertise. Textbooks are changing along with the field—professors require that books integrate diversity, equity, inclusion, and access. Students may read a big foundations textbook or a number of smaller texts more specific to a particular track. Student demographics and interests are changing with the times. Archiving is of great interest. Data is important. Media literacy is critical. Many new literacies are entering course syllabi: health information literacy. Privacy literacy. Business information literacy. So who writes these textbooks? You and your colleagues do. In this informative and entertaining discussion designed to introduce you to textbook authorship and publication, you’ll learn from a senior acquisitions editor and published author how to propose, write, and market a textbook. Senior acquisitions editor Jessica Gribble (Bloomsbury Libraries Unlimited) will offer information about coming up with and refining an idea, writing a proposal, signing a contract, working with an editor, and the challenges and joys of writing the book. 1. Coming up with and refining an idea 2. Writing a proposal 3. Signing a contract 4. Working with an editor (from the editor’s perspective 5. Writing the book: Author Laura Saunders will share her experience. 6. Marketing the book. In our question-and-answer session, we’ll encourage all participants to share their experiences with textbooks, both good and bad, and to ask questions about the publication process and the writing process. Our conversation will be open to discussion of the future of textbooks, open educational resources, and textbook affordability initiatives. Textbooks require experienced, knowledgeable authors who are excellent teachers; please join us no matter what stage of your career you’re currently in
Durability of Motor Learning by Observing
No full textDurability of Motor Learning by Observing
Natalia Mangos (1), Christopher J. Forgaard (1), Paul L. Gribble (1,2,*)
(1) Department of Psychology, Faculty of Social Science, Western University, Canada
(2) Dept. Physiology & Pharmacology, Schulich School of Medicine & Dentistry, Western University, Canada
(*) Corresponding author: [email protected]
Abstract
Information about another person’s movement kinematics obtained through visual observation activates brain regions involved in motor learning. Observation-related changes in these brain areas are associated with adaptive changes to feedforward neural control of muscle activation and behavioral improvements in limb movement control. However, little is known about the stability of these observation-related effects over time. Here we used force channel trials to probe changes in lateral force production at various time points (1 min, 10 min, 30 min, 60 min, 24 h) after participants either physically performed, or observed another individual performing upper limb reaching movements that were perturbed by novel, robot-generated forces (a velocity-dependent force-field). Observers learned to predictively generate directionally and temporally specific compensatory forces during reaching, consistent with the idea that they acquired an internal representation of the novel dynamics. Participants who physically practiced in the force-field showed adaptation that was detectable at all time points, with some decay detected after 24 h. Observation-related adaptation was less temporally stable in comparison, decaying slightly after 1 h and undetectable at 24 h. Observation induced less adaptation overall than physical practice, which could explain differences in temporal stability. Visually acquired representations of movement dynamics are retained and continue to influence behavior for at least one hour after observation.
New & Noteworthy
We used force channel probes in an upper limb force-field reaching task in humans to compare the durability of learning-related changes that occurred through visual observation to those after physical movement practice. Visually acquired representations of movement dynamics continued to influence behavior for at least one hour after observation. Our findings point to a one hour window during which visual observation of another person could play a role in motor learning
Durability of Motor Learning by Observing
No full textDurability of Motor Learning by Observing
Natalia Mangos (1), Christopher J. Forgaard (1), Paul L. Gribble (1,2,*)
(1) Department of Psychology, Faculty of Social Science, Western University, Canada
(2) Dept. Physiology & Pharmacology, Schulich School of Medicine & Dentistry, Western University, Canada
(*) Corresponding author: [email protected]
Abstract
Information about another person’s movement kinematics obtained through visual observation activates brain regions involved in motor learning. Observation-related changes in these brain areas are associated with adaptive changes to feedforward neural control of muscle activation and behavioral improvements in limb movement control. However, little is known about the stability of these observation-related effects over time. Here we used force channel trials to probe changes in lateral force production at various time points (1 min, 10 min, 30 min, 60 min, 24 h) after participants either physically performed, or observed another individual performing upper limb reaching movements that were perturbed by novel, robot-generated forces (a velocity-dependent force-field). Observers learned to predictively generate directionally and temporally specific compensatory forces during reaching, consistent with the idea that they acquired an internal representation of the novel dynamics. Participants who physically practiced in the force-field showed adaptation that was detectable at all time points, with some decay detected after 24 h. Observation-related adaptation was less temporally stable in comparison, decaying slightly after 1 h and undetectable at 24 h. Observation induced less adaptation overall than physical practice, which could explain differences in temporal stability. Visually acquired representations of movement dynamics are retained and continue to influence behavior for at least one hour after observation.
New & Noteworthy
We used force channel probes in an upper limb force-field reaching task in humans to compare the durability of learning-related changes that occurred through visual observation to those after physical movement practice. Visually acquired representations of movement dynamics continued to influence behavior for at least one hour after observation. Our findings point to a one hour window during which visual observation of another person could play a role in motor learning
Determination of Volatile Carbonyl Compounds in University Weight Room Air Using Passive Sampling
No full textAbstract not available
Albrecht Fitness Studio Business Plan
No full textThis business outlines what it would take to develop a designer fitness studio in Charlotte, NC. The plan contains all key aspects of a business plan, from an executive summary to a cash flow statement. The author is also the acting CEO of the company Albrecht Fitness and plans to follow through with the plan in the next 5 years. This business plan proposes an $80,000 loan needed from potential investors. The components of this business plan outline the company's potential profitability, key strategies, and overall business model
Humberto medeiros: Advocate for the Poor—Brownsville and Boston: 1966–1983
No full text© 2019 Catholic University of America. All rights reserved. Based on the Beatitudes of Jesus, as recorded by St. Matthew (5:1–12), the post Vatican II Church has through institutions and individuals made overt efforts to serve the poor to be a basic standard of ministry. Institutionalized as the “preferential option for the poor,” this belief was the foundation upon which Humberto Medeiros, Bishop of Brownsville, Texas (1966–1970) and Cardinal Archbishop of Boston (1970–1983), based his ministry. His understanding of the concept of “the poor” was broad, including not only the economically disadvantaged, but also those who for various reasons found themselves on the periphery of American society. His work with migrant farmworkers in Texas helped them to achieve greater economic justice. In Boston his promotion of low-income housing and work to reform the penal system revealed the breadth with which he understood the poor in American society. His work to achieve greater recognition, dignity and justice for those less advantaged in our society is indeed noteworthy
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