"Chips with Everything": A Laboratory Exercise for Comparing Subjective and Objective Measurements of Potato Chips

ABSTRACT: The following laboratory exercise was designed to aid student understanding of the differences between subjective and objective measurements. Students assess the color and texture of different varieties of potato chip (crisps) by means of an intensity rating scale and a rank test and objectively with a colorimeter and texture analyzer. For data analysis, student are instructed to critically determine, using basic statistics, any differences between the subjective and objective measurement techniques. This laboratory exercise is very versatile, and although it is designed as a hands-on exercise in an undergraduate Food Analysis course, it has also been a demonstration for High School students.     

SeeWord—a personal word processing environment for dyslexic computer users

SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value.     

个人电脑的安全防御探讨

个人电脑的普及和互联网发展的同时,也出现了病毒和木马等威胁个人电脑和网络安全的情况,怎样做好安全防御,十分重要。本文就个人电脑的安全防御问题做了一些探讨,并介绍了个人电脑的安全概念和一些基本的安全设置,归纳整理了个人电脑避免恶意入侵的防范措施,对现在黑客入侵的新趋势进行了介绍。     

个人电脑的安全防御探讨

个人电脑的普及和互联网发展的同时，也出现了病毒和木马等威胁个人电脑和网络安全的情况，怎样做好安全防御，十分重要。本文就个人电脑的安全防御问题做了一些探讨，并介绍了个人电脑的安全概念和一些基本的安全设置，归纳整理了个人电脑避免恶意入侵的防范措施，对现在黑客入侵的新趋势进行了介绍。     

基于PC机的开放式数控系统的设计

采用“NC嵌入PC”的结构，设计了一种基于PC机的开放式数控系统，对系统的硬件总体结构、信号连接与电气连接和软件平台等进行了研究，并设计了控制软件，达到了良好的控制效果。     

“Everything goes smoothly”: A case study of an immigrant Chinese language teacher's personal practical knowledge

Much of teacher knowledge research in teacher education has focused on Western views of teacher knowledge. By reporting on a case study of an immigrant Chinese language teacher's personal practical knowledge in teaching secondary school students, this paper presents an Eastern view of teacher knowledge, and illustrates how knowledge and identity are entwined. The study found that an immigrant teacher's awareness of her identity and her cultural heritage had a profound influence on shaping her personal practical knowledge and teaching practice. The paper suggests that more cross-cultural studies be undertaken to further our understanding of teacher knowledge.     

高校微机实验室软件的自动化维护

总结了高校微机实验室软件维护的方法及目前面临的普遍问题,创新性地提出了实验室软件维护自动化管理的新途径,并采用网络化、自动化的科学手段达到了这一目的.使用了纯软件的方法解决了长期困扰在软件管理人员上的一大难题,提高了工作效率,保证了实验教学的正常进行.     

Leadership with integrity: A personal perspective

Conclusion In closing, the imperative remains to develop a presidential scorecard that focuses on the elements of leadership that truly further the great work of higher education. The academy requires leaders who are committed to quality, self-renewing change, and integrity in order to weather the current storms of uncertainty and forge a new model for higher academic achievement.The poet, Heinrich Heine, wrote in a letter: When I lately stood with a friend before the Cathedral Amiens, he asked me why we can no longer build such piles. I replied, Dear Alphonse, men in those days had convictions. We moderns have opinions, and it requires something more than an opinion to build a Gothic cathedral. The present and future leaders of America's colleges and universities must have convictions that rival those of the builders of old. Indeed, the work to be done transcends mere bricks, mortar, flesh, and blood. The mind is the agent and the object of our labors; it is both scaffold and structure, chisel and stone, giving shape and substance to human achievement. If the work of the academy is to stand the test of time, the construction must be sound-the builders must build with integrity.Charles J. McClain is currently Commissioner of Higher Education for the state of Missouri. He has held a variety of positions in a long and distinguished career in education. He has been teacher, principal, superintendent, and university president. He founded Jefferson College in 1963 and was president of Northeast Missouri State University for 20 years.     

Relationships between the personal and academic attributes of and affective differences between current and past teacher candidates

Abstract

The purpose of this study was to determine if relationships exist between selected personal and academic attributes of and differences between affective characteristics of a 1980s sample and a 1990s sample of teacher candidates. MANOVA and follow‐up univariate ANOVA procedures identified statistically significant differences between current and past candidates' concerns about the task of teaching, anxieties about teaching, and confidence about becoming teachers. Relationships were found between the affective characteristics and the gender, planned level of teaching, father's educational level, locus of control orientation, prior teaching‐like experiences, scholastic aptitude, and personality types of the candidates.     

The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia

Education authorities in Australia are calling for valid tools to help assess prospective teachers’ non-academic attributes, with a particular need for identifying those attributes necessary for effective teaching in specific contexts. With the New South Wales (NSW) Department of Education, we aimed to develop a scenario-based tool to help assess the non-academic attributes necessary for beginning teachers working in rural and remote settings. Using a situational judgement test (SJT) methodology, we worked with experienced teachers (n = 19) to develop scenario-based items, which were then reviewed by school principals (n = 13). The teachers also adapted items previously developed and piloted in the UK. Next, prospective NSW teachers (n = 99) tried 32 new and adapted items targeting four clusters of attributes: empathy and communication, resilience and adaptability, organisation and planning, and culture and context. Item quality analyses revealed 22 acceptable items. We conclude by suggesting SJTs for promoting non-academic growth of prospective and beginning teachers.     

Trainee teachers with dyslexia: personal narratives of resilience

This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.     

新课程背景下化学教学质量评估教师计算机个人系统研究

为了加快新课程背景下的成绩分析过程,全面提供数据结果,本文提出一种适合于教师个体进行化学教学质量评估的个人系统。首先,评价了传统化学教师个人评估教学质量方法;然后,提出基于马尔可夫链的化学教师个人教学质量评估模型和基于模糊数学的化学测试试卷内容效度模型,对化学教学效果进行有效评估;最后,将以上两种模型应用于化学教师个人评估教学质量案例分析过程中,分析的结果对教师进一步调整教学计划提供了理论依据。案例分析结果表明,该系统能够快速的评估化学教师个人评估教学质量。     

Working with users: some implications for educational research

In its emphasis in working with users of research throughout the processes of pedagogic research, the Teaching and Learning Research Programme (TLRP) has reflected a current interest across disciplines in user engagement to enhance research. The scale of the TLRP and the range of research genres encompassed by it have meant that it has provided a useful site for considering in some detail what is meant by enhancing pedagogic research in this way. The authors draw on a TLRP‐funded seminar series which examined a variety of forms of user engagement, their purposes and their implications. The series attempted to understand the intertwined features of new education spaces where research and policy can meet; the negotiations with policy communities that occur there; and the implications for these negotiations and for research design in the production of pedagogic knowledge in partnership with practitioners. The lessons revealed included the following: user engagement strengthens the warrants of research with potential users in both practice and policy communities; it needs to be understood and sustained as an aspect of project management; and research mediation is a developing form of expertise. The authors conclude that TLRP has provided an unrivalled opportunity for the public to ‘speak back to science’ in pedagogic research, and enabled an emerging reciprocity where the public understand(s) how science works but equally science understands how its publics work.     

Academic peer counseling: Advising with a personal touch

By taking advantage of its resources, students already prepared to do counseling, an academic department has used a peer counseling program to conserve faculty time, improve the dissemination of information, and provide significant interpersonal contact for undergraduate students. Careful selection and synergic supervision have resulted in performance and commitment from the peer counselors. Their efforts have been evaluated positively by student consumers and faculty.She teaches and supervises graduate students in counseling, teaches humanistic psychology, and supervises the academic peer counseling program.He was a peer counselor at the University of West Florida for two years.     

Fragments: the implications for teachers,learners and media users/researchers of personal construal and fragmentary recollection of aural and visual messages

A theory is advanced which proposes that when experience is recalled, it is recalled in fragments. The fragments are then woven logether to make a story about the experience, which is what is often called construal, or making sense. There are manifold implications of the theory: in the design of instruction which explicitly employs the theory in the ways in which students are invited to work on materials in different media; for assessment which explicitly calls upon fragment processing skills; for research into the effective use of educational media.     

大学校长领导艺术之有所为有所不为

大学校长是一所大学的核心和灵魂,对大学的生存和发展起着至关重要的作用.因此,大学校长要掌握好领导艺术,做到有所为有所不为.在"所为"上做好科学定位、"术业有专攻"、价值领导者等;在"不为"方面做到不盲目跟风、不制假应付、学会"不管".大学校长须三思而后行,有所为有所不为,以谋求大学稳步、健康发展.     

Putting Everything on the Table: Complexity,Context, and Community Engagement with Public Education

Interchange - For the first time since 1968, local education authorities in Washington, D.C. embarked on a contentious process of engaging communities as part of a comprehensive revision of the...     

Hypermedia navigation: Profiles of hypermedia users

In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers, feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational profiles and type of information-retrieval task.     

Teaching computer programming with PRIMM: a sociocultural perspective

ABSTRACT

Background and Context: Vygotsky's sociocultural theory emphasises the importance of language, mediation, and the transfer of skills and knowledge from the social into the cognitive plane. This perspective has influenced the development of PRIMM (Predict, Run, Investigate, Modify, Make), a structured approach to teaching programming.

Objective: The objective of the study was to find out if using PRIMM to teach programming had an impact on learner attainment in secondary school, and the extent to which it was valuable for teachers.

Method: We evaluated the use of PRIMM in 13 schools with 493 students aged 11-14 alongside a control group, using a mixed-methods approach. Teachers delivered programming lessons using the PRIMM approach for 8-12 weeks. Data were collected via a combination of a baseline test, a post-test to compare control and experimental groups, and teacher interviews.

Findings: Learners performed better in the post test than the control group. Teachers reported several benefits of the PRIMM approach, including that PRIMM helped them to teach effectively in mixed-ability classes, enabling all learners to make progress.

Implications: PRIMM makes a contribution to programming education research by building on previous work in effective pedagogy for teachers, and encouraging the use of language and dialogue to facilitate understanding.