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While a considerable body of research has focused on learners' acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers' acceptance of or resistance to using mobile technologies in their classroom practice. The Technology Acceptance Model (TAM) was used as a lens to explore factors that enhance mobile technology acceptance. The study consisted of a sequential mixed method, action research approach. Fifteen participants received training at a Mobile Technology workshop, aiming to provide professional development and enhance technological literacy knowledge and skills for teachers. The participants were then tasked to teach with technology and to share and reflect on their experiences and perceptions during the community of practice meetings. Content analysis was used to analyse the transcripts of these meetings and this led to the identification of 2 key factors, which enhanced the teachers' acceptance of mobile technology, namely, perceived usefulness and perceived ease of use. Six sub-factors affecting acceptance were also identified: anxiety, ability, attitude, facilitating conditions, subjective norm and voluntariness. The factors that were identified suggest that additional professional development, infrastructure and resources need to be provided for teachers. We argue that by providing these necessities and eliminating or significantly reducing these factors, the use of mobile technology will be a success.

Business schools are globally often seen as structured, purpose-driven, multi-sector and multi-perspective organisations. This article is based on the response of a graduate school to an innovative industrial Quality Function Deployment-based model (QFD), which was to be adopted initially in a Master's degree programme for quality assurance purposes. The approach is based on the premise that individuals ought to take responsibility for the quality of their own work. A structured qualitative case study approach was used with the deployment of one-on-one and focus group interviews, document analysis, and observations. Convenient sampling assisted in reaching 27 respondents (five from the Ministry of Higher and Tertiary Education, eight academics and university managers and 14 students and alumni), documents and facilities that had the most pertinent information on the research focus. A validation study was used to test the value of the research findings to business and the practice of quality assurance. The main findings of the study attest to the feasibility of QFD as an assessment and quality assurance tool in higher education, and as a compact and holistic model for quality assurance that subsumes the many fragmented models available. QFD appears to supersede most models, where it compounds the market, social and management dimensions in terms of quality. In addition, Six Sigma Road Mapping can be linked to QFD to balance the quality requirements in terms of planned quality, offered quality and expected quality.

One of the major causes of the problems affecting evolution education is a lack of acceptance of this concept, particularly by some people who have strongly entrenched religious beliefs. This paper reports on a section of a study which explored the influence of the beliefs of learners in some secondary schools from the Vhembe District in the northern Limpopo Province, South Africa, on the teaching and learning of biological evolution. A questionnaire was administered to Grade 12 learners studying life sciences to which 348 responded. Data were analysed to provide descriptive and inferential data for analysis. Findings indicated moderate acceptance of evolution by the learners. Some of the factors which showed an association with learners' acceptance included: learners' religious beliefs, age and the time since they had first heard of evolution. Although some learners experienced conflict between their religious beliefs and evolution, the findings showed that most were willing to learn about it.

This article emanates from a comparative study of the quality of a B.Ed. (Hons) programme in contact and distance contexts in a dual-mode institution, in terms of access, delivery and output. Both versions of the programme are guided by a similar underpinning philosophy that drives its ethos. Even though it appears that there may be no prominent discrepancies between the two modes of training delivery, institutions that decide to venture into rural areas are faced with challenges that have to be sorted out if the quality of a given distance education programme is to be enhanced. Also, there is the need for institutions to distinguish between academe that are interested in distance education and those that are not in order to improve on their research status. Finally, suggestions are proffered on how institutions in an African setting can improve the quality of their programmes. (Contains 2 notes.)

The use of RPL (Recognition of Prior Learning) in higher education to assess RPL candidates for admission into programmes of study met with a lot of criticism from faculty academics. Lecturers viewed the possibility of admitting large numbers of under-qualified adult learners, as a threat to the institution's reputation, or an erosion of academic standards. Although RPL rests on the assumption that some equivalency between prior learning and academic learning is possible, RPL assessment and validation demands special expertise, which few faculty academics and administrators possess. An evaluation of the RPL assessment practice in the Faculty of Education at a South African University is used to substantiate the arguments raised in this article. Findings from interviews with assessors, observations of the assessment process, questionnaires administered on RPL candidates and documents analysed indicated that there is a credible process of RPL assessment in this Faculty, with a few areas of concern.

A survey of 2,071 first-year students in university distance-education programs found the two most common learning strategies were repetitive reading of course materials and summarization of facts. Wide variation in strategies was found, apparently determined by both learner characteristics and nature and design of instructional materials, including language use. A tendency to depend on rote learning was found. (MSE)

Lecturers could potentially have different reasons why they would choose a specific teaching strategy including government policy, education institution policy or management directive. Despite these factors lecturers could also choose to use Active learning strategies out of their own accord and not because they are being told so. This qualitative interpretive case study sets out to understand the views of 11 lecturers teaching in three different faculties: Faculty of Commerce and Law, Faculty of Social Science and Faculty of Applied Science, in a private higher education institute in South Africa on their motivation in using Active learning strategies in their classrooms. The findings suggest that lecturers are using Active learning due to them believing that: Active learning prepares students for the workplace by developing the required skills; supports learning in the classroom; changes boring passive learning classes into to engaging enjoyable active classes in which students want to participate; and their own experience as a student having had a lecturer that used Active learning strategies in their classes that worked for them. [ABSTRACT FROM AUTHOR]

This article reports on a study focusing on the academic experiences of top achievers in maintaining excellence in first-year university programmes. The study investigated in particular the academic experiences of Grade 12 top achievers from Mpumalanga, South Africa, at various universities. A mixed methods approach was used to collect data, making use of a convenience sample of (n = 14). Data was generated using a closed-ended questionnaire, students' academic records and standardised individual interviews conducted with eleven students. The results indicate that academic excellence in the first year is influenced by self-discipline, self-motivation, interest in the course, self-confidence, academic preparedness, effort and the belief students have about themselves. The investigation revealed that, generally, top achievers' academic performance in the first year denoted what Viljoen and Deacon (2013, 242) term 'academic fit'. The findings of the study emphasise the significant influence of positive 'compelling forces' at universities that assist first-year students in adapting to the university environment. [ABSTRACT FROM AUTHOR]

Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationships between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counseling systems. [ABSTRACT FROM AUTHOR]

This article reports on teachers' perceptions of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. A teachers' questionnaire on the application of the science process skills in the teaching of Geography was constructed and the questionnaire was content validated against the theoretical assumptions supported by the literature and practical applications of the subject. The questionnaires were distributed to 150 respondents and 71 completed questionnaires were returned for further analysis. The responses to the items of the questionnaire were subjected to a principal component factor analysis and a varimax method of rotation. Two prominent factors were identified and investigated. Factor I was labeled “basic science process skills” and reaffirmed teachers' understanding of the basic process skills as autonomous and independent functions. The second factor confirmed the existence of a higher level of advanced and integrated process skills that build upon the basic or foundational process skills. These results confirmed the researchers' assumptions that respondents could distinguish cognitively between these two very prominent constructs. They were comfortable with the fact that the science processes applicable to the teaching of Geography could be grouped into two main distinctive clusters or factors. The homogeneous clustering of items also emphasized the understanding that the classical science process skills could easily be applied to the teaching of Geography. This assumption was supported by the empirical investigation and findings. In addition, the results supported the hypothesis that although teachers did not apply integrated science process skills to the teaching of Geography on a regular, basis, they were well-acquainted with the fact that these skills remain an important facet in the teaching of Geography in schools. [ABSTRACT FROM AUTHOR]

Student-centered learning of biology concepts through hands-on tactile approaches is one of the important themes in inclusive and equitable STEM teaching. In our article, we describe the development of clay Velcro origami models for students to explore the molecular and cellular process of muscle fiber formation. We repurposed dollar store items and recyclable items used to construct a variety of textures in the clay Velcro model of early and late stages of muscle fiber formation. These hands-on activities are linked to the Next Generation Science Standards (NGSS) on using a model to explore the cell and structure changes to form a multinucleated muscle fiber or the formation of a syncytium. Finally, we also illustrate how students can utilize the clay Velcro model to make predictions if key molecules in cell fusion do not work during the process of syncytial formation during muscle fiber development. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study was designed to assess the level of utilization of authentic assessment as personal method among basic education teachers and to determine whether their level of utilization of authentic assessment as influenced by teacher’s gender and teaching interest. The study was a survey, with questionnaire as instrument for data collection. Basic education teachers in Cross River State were sampled for the study using stratified sampling technique to select 722 teachers. Three hypotheses were tested using t-test and Pearson correlation analysis. The findings were as follows: (i) Nigerian basic education teachers sampled displayed a significant high utilization of authentic assessment method, (ii) Gender had no influence on utilization of authentic assessment and (iii) There was a significant positive relationship between teaching interest and utilization of authentic assessment. Based on the findings some important recommendations were made. It is therefore recommended that administrators of Nigerian Universal Basic Education and State governments should be bold enough to give the teaching profession its pride of place, and significantly motivate the workforce at that foundation level of our educational system, if the secondary and tertiary levels are to be effective. [ABSTRACT FROM AUTHOR]

Detailed analysis of the unique broadband millimeter-wave (70–360 GHz) collision-induced absorption spectra in pure CO2 and in its mixture with Ar is presented. The nature of the observed continuum absorption is examined using classical trajectory simulation along with statistical physics consideration. Bimolecular continuum is decomposed in the phase space into separate contributions from the so-called free, quasibound, and true bound molecular pairs, the proportions of which greatly vary with temperature. This partitioning is supported by consideration of the second virial coefficient and excluded volume in pure CO2, Ar, and CO2–Ar. Close similarity between collision-induced absorption in the CO2 containing gases and the water vapor continuum in the subterahertz spectral range is demonstrated. This similarity suggests that the physical principles underlying both continuum absorption phenomena have much in common and, therefore, can be used for continuum modeling. [ABSTRACT FROM AUTHOR]

Control of Substances Hazard to Health (COSHH) Essentials is a simple, user-friendly matrix that provides risk-control solutions. Considering a large number of small enterprises under 25 workers in Iran and the lack of a suitable control banding tool, the COSHH Essentials can be considered an appropriate option. The purpose of the present experimental semi qualitative study was to evaluate the validity of the COSHH Essentials tool. Six processes were selected from a chemical products industry, including the production of silicone glue, polishing, PVC glue, Grease, Twin glue filling, and quality control. Amorphous silica and toluene concentrations were monitored using NIOSH 0600 and NIOSH 1501 in the ambient air of operators. The predicted exposure range (PER) was obtained by combining the control strategies available at the sampling time with exposure predictor (EP) bands in the COSHH Essentials, then compared to silica and toluene concentrations in the air. All exposure data were within the PER for amorphous silica dust and lower or within the PER for toluene. Compared to the acceptable concentration range in hazard bands, the threshold limit value (TLV) for respirable dust is within the acceptable concentration range, while toluene TLV exceeded it. COSHH Essentials is a conservative and safe tool, especially in liquids. Due to its simplicity, employers and health center experts can use the COSHH tool successfully for small enterprises or as a screening tool before a comprehensive risk assessment. [ABSTRACT FROM AUTHOR]

Bioelectricity is the electrical activity that occurs within living cells and tissues. This activity is critical for regulating homeostatic cellular function and communication, and disruptions of the same can lead to a variety of conditions, including cancer. Cancer cells are known to exhibit abnormal electrical properties compared to their healthy counterparts, and this has driven researchers to investigate the potential of harnessing bioelectricity as a tool in cancer diagnosis, prognosis, and treatment. In parallel, bioelectricity represents one of the means to gain fundamental insights on how electrical signals and charges play a role in cancer insurgence, growth, and progression. This review provides a comprehensive analysis of the literature in this field, addressing the fundamentals of bioelectricity in single cancer cells, cancer cell cohorts, and cancerous tissues. The emerging role of bioelectricity in cancer proliferation and metastasis is introduced. Based on the acknowledgement that this biological information is still hard to access due to the existing gap between biological findings and translational medicine, the latest advancements in the field of nanotechnologies for cellular electrophysiology are examined, as well as the most recent developments in micro‐ and nano‐devices for cancer diagnostics and therapy targeting bioelectricity. [ABSTRACT FROM AUTHOR]

A distance education Diploma and Bachelor's degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students' satisfaction and continuance intention. However, students' satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students' satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode. [ABSTRACT FROM AUTHOR]

This study explored science teachers' views of the nature of science (NOS) and the implications on their pedagogical content knowledge (PCK). The study follows a qualitative approach and uses a single case study design that followed 11 science teachers. The study uses PCK for science teaching as a framework, where the participants were requested to complete the views of NOS questionnaire (VNOS-D+) and each was observed two times in their science classrooms. Furthermore, the study highlights the importance of teachers' PCK in teaching science. The study found that the majority of the participants reflected informed views of NOS. Although the majority of the teachers had a good understanding of the goals and objectives of science education and their solid content knowledge. They had poor knowledge of learners' understanding of science, choice of instructional strategies, and choice of assessment techniques for scientific literacy. [ABSTRACT FROM AUTHOR]

This study was conducted to determine which domains of inquiry-based science activities that significantly influence the students' achievement of grade 10 learners. The study employed a quantitative, non-experimental method employing causal-effect. Mean, Pearson-r, and Regression Analysis were the statistical tools used to determine the level, relationship, and influence of each variable. The respondents comprised 332 grade 10 students from the four main secondary schools of District 1 in the Division of Compostela Valley, Province of Compostela Valley, for the School Year 2018-2019. The findings of the study revealed a high level of inquiry-based science activities in terms of engagement, exploration, explanation, elaboration, and evaluation. This study also revealed that the level of students' achievement was high in terms of cognitive development, laboratory skills, science process skills and understanding of science knowledge. The correlation between two variables of the study revealed significant relationship between inquiry-based science activities and students' achievement. Lastly, the study revealed that exploration, explanation, elaboration, and evaluation are the domains of inquiry-based science activities that significantly influence students' achievement. However, engagement appeared to be non-significant hence the null hypothesis is not rejected. [ABSTRACT FROM AUTHOR]

Student support is imperative to bridge the gap between students and institutions in an open and distance learning (ODL) context. However, several ODL challenges prevent face-to-face tutors from performing duties contributing to students' successful outcomes. The purpose of this paper was to explore face-to-face tutors' barriers in providing student support in the ODL environment, and provide the mitigating actions or recommendations that address the identified challenges and improve student performance. A qualitative research approach was followed to realise the research objective, and content analysis was used in analysing the primary data. The study's findings uncovered face-to-face tutors experience many challenges in improving students' performance such as lack of equipment and facilities. The study provides recommendations to stakeholders in ODL learning institutions on how to address barriers of tutors student support, and future research directions. [ABSTRACT FROM AUTHOR]

This research intended to obtain a model of factors affecting the formation of general policies for road transportation safety with the help of research conducted in the field of road transportation safety. The type of qualitative research and systematic literature review method. In this regard, 105 articles that had the required validity and quality were deeply examined and based on the open coding method, 350 components were extracted in the form of 114 codes under 27 subcategories (structure) and 6 main categories. The analysis of the findings showed that among these categories, the category of "road safety management" received the most mentions among the reviewed sources, followed by the categories of "safer users" and "safety financial provision"., "Safer road", "Response after an accident", "Safer vehicles" are placed. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Educational Technology is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The Wall Shear Stress (WSS) is the component tangential to the boundary of the normal stress tensor in an incompressible fluid, and it has been recognized as a quantity of primary importance in predicting possible adverse events in cardiovascular diseases, in general, and in coronary diseases, in particular. The quantification of the WSS in patient-specific settings can be achieved by performing a Computational Fluid Dynamics (CFD) analysis based on patient geometry, or it can be retrieved by a numerical approximation based on blood flow velocity data, e.g., ultrasound (US) Doppler measurements. This paper presents a novel method for WSS quantification from 2D vector Doppler measurements., Methods: Images were obtained through unfocused plane waves and transverse oscillation to acquire both in-plane velocity components. These velocity components were processed using pseudo-spectral differentiation techniques based on Fourier approximations of the derivatives to compute the WSS., Results: Our Pseudo-Spectral Method (PSM) is tested in two vessel phantoms, straight and stenotic, where a steady flow of 15 mL/min is applied. The method is successfully validated against CFD simulations and compared against current techniques based on the assumption of a parabolic velocity profile. The PSM accurately detected Wall Shear Stress (WSS) variations in geometries differing from straight cylinders, and is less sensitive to measurement noise. In particular, when using synthetic data (noise free, e.g., generated by CFD) on cylindrical geometries, the Poiseuille-based methods and PSM have comparable accuracy; on the contrary, when using the data retrieved from US measures, the average error of the WSS obtained with the PSM turned out to be 3 to 9 times smaller than that obtained by state-of-the-art methods., Conclusion: The pseudo-spectral approach allows controlling the approximation errors in the presence of noisy data. This gives a more accurate alternative to the present standard and a less computationally expensive choice compared to CFD, which also requires high-quality data to reconstruct the vessel geometry., (© 2024. The Author(s) under exclusive licence to Biomedical Engineering Society.)

This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students' PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique. [ABSTRACT FROM AUTHOR]

Limited scholarly work has been conducted on obtaining equal opportunities to participate in employability‐related programmes by international students while studying in Australia. Drawing on a qualitative study, 20 South Asian postgraduates were interviewed to explore their experiences in accessing employability‐related programmes. Based on the findings, South Asian graduates have experienced unequal opportunities in accessing employability‐related programmes as postgraduate international students in Australia. They are disadvantaged by generic career advice and resume assistance offered by their university career office, and companies invited to university career fairs offer internships, placements or graduate programme opportunities mostly to domestic students. As a result, South Asian graduates were unable to gain employment in their field of studies. South Asian graduates have also offered several useful recommendations to facilitate more equal chances of developing employability and thereby gaining successful employment in Australia. These include partnerships with companies in providing employment opportunities, diversification of university career office roles, and establishing connections with alumni. The paper also discusses implications for Australian higher education institutions and higher education policy and practice in Australia. [ABSTRACT FROM AUTHOR]

This study identified trends and patterns of theory use in open and distance learning research by examining the research articles published in open and distance journals between 2009 and 2018. A content analysis of 1,393 articles in open and distance learning journals was conducted. Theory use is characterised as a situation in which an author uses a theory to explain the research variables in the article and answer the research questions. The findings showed that 385 theories were used in 366 articles that were published in five open and distance learning journals. The theories that were mainly used were those from related disciplines such as education, social sciences and information systems. There has been an increase in theory use among open and distance learning journals over the years. Since theory advances research and scientific discipline, and predicts what will or could be, the importance of awareness of the role of theory in research should be highlighted and the growth in theory use in open and distance learning research should be intensified. [ABSTRACT FROM AUTHOR]

To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers' conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers' teaching practices. These findings point to a conducive environment for transforming teachers' assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers' assessment practices across fee and no-fee schools, and its impact of on learners' learning. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to explore the experiences of adult learners enrolled in a non-traditional undergraduate academic program. This project examined if students minimised their disability in the academic environment, thus not making use of institutionallyavailable accommodations. Through an explanatory case study design,findings revealed that students perceived stigmatisation of their disability and often attempted to ignore or diminish the role and impact of their disability in their postsecondary academic journey. [ABSTRACT FROM AUTHOR]

In atherosclerosis, low wall shear stress (WSS) is known to favor plaque development, while high WSS increases plaque rupture risk. To improve plaque diagnostics, WSS monitoring is crucial. Here, we propose wall shear imaging (WASHI), a noninvasive contrast-free framework that leverages high-frame-rate ultrasound (HiFRUS) to map the wall shear rate (WSR) that relates to WSS by the blood viscosity coefficient. Our method measures WSR as the tangential flow velocity gradient along the arterial wall from the flow vector field derived using a multi-angle vector Doppler technique. To improve the WSR estimation performance, WASHI semiautomatically tracks the wall position throughout the cardiac cycle. WASHI was first evaluated with an in vitro linear WSR gradient model; the estimated WSR was consistent with theoretical values (an average error of 4.6% $\pm ~12.4$ %). The framework was then tested on healthy and diseased carotid bifurcation models. In both scenarios, key spatiotemporal dynamics of WSR were noted: 1) oscillating shear patterns were present in the carotid bulb and downstream to the internal carotid artery (ICA) where retrograde flow occurs; and 2) high WSR was observed particularly in the diseased model where the measured WSR peaked at 810 $\text{s}^{-{1}}$ due to flow jetting. We also showed that WASHI could consistently track arterial wall motion to map its WSR. Overall, WASHI enables high temporal resolution mapping of WSR that could facilitate investigations on causal effects between WSS and atherosclerosis. [ABSTRACT FROM AUTHOR]