排序方式: 共有38条查询结果,搜索用时 15 毫秒
1.
2.
Attempting to push early modern presentism to the radical, logical conclusion of a more personal historicism, this essay draws on a number of interpretive practices and theoretical insights – Stephen Greenblatt’s self-reflectivity, Toni Morrison’s ‘rememory’, Marianne Hirsch’s ‘postmemory’, bell hooks’s ‘passion of experience’, and Linda Charnes’s alternative historicism – to establish the ethical and interpretive significance of my own painful situatedness as an African American man in Renaissance/Early Modern studies. Specifically, I illustrate that significance in a reading of Richard Mulcaster’s Positions Concerning the Bringing Up of Children, a sixteenth-century educational treatise that responds, as I argue, to early modern educational access and social mobility with an insidiously complex, exclusionary admissions policy. 相似文献
3.
Phillip G. Post Jeffrey T. Fairbrother Joao A.C. Barros 《Research quarterly for exercise and sport》2013,84(3):474-481
Abstract Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
4.
This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed. 相似文献
5.
6.
Roberto Assandri Silvia Accordino Ciro Canetta Elisabetta Buscarini Alessandro Scartabellati Chiara Tolassi Federico Serana 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
IntroductionSeveral laboratory tests are characteristically altered in Coronavirus Disease 2019 (COVID-19), but are not totally accurate in predicting the disease outcome. The long pentraxin 3 (PTX3) is quickly released directly at inflammation sites by many immune cell types. Previous studies have shown that PTX3 correlated with disease severity in various inflammatory conditions. Our study investigated the use of PTX3 as a potential marker of COVID-19 severity and compared its performance in detecting a more severe form of the disease with that of routine laboratory parameters.Materials and methodsStored serum samples of RT-PCR confirmed COVID-19 cases that had been obtained at hospital admission were retrospectively analysed. Intensive care unit (ICU) stay was considered a surrogate endpoint of severe COVID-19. Pentraxin 3 was measured by a commercial enzyme-linked immunosorbent assay.ResultsA total of 96 patients were recruited from May 1st, 2020 to June 30th, 2020; 75/96 were transferred to ICU. Pentraxin 3 was higher in ICU vs non-ICU patients (35.86 vs 10.61 ng/mL, P < 0.001). Univariate and multivariate logistic regression models demonstrated that the only significant laboratory predictor of ICU stay was PTX3 (OR: 1.68 (1.19-2.29), P = 0.003), after controlling for comorbidities. The Receiver Operator Characteristic curve analysis showed that PTX3 had a higher accuracy compared to C-reactive protein (CRP), lactate dehydrogenase (LD), ferritin in identifying ICU patients (AUC of PTX3 = 0.98; CRP = 0.66; LD = 0.70; ferritin = 0.67, P < 0.001). A cut-off of PTX3 > 18 ng/mL yielded a sensitivity of 96% and a specificity of 100% in identifying patients requiring ICU.ConclusionHigh values of PTX3 predict a more severe COVID-19. 相似文献
7.
Sara Barros Araújo 《Early Years: An International Journal of Research and Development》2015,35(3):249-259
This paper aims to describe and analyse a case study on professional development that was centred on the Effective Early Learning (EEL) Programme. This process was a part of a larger dissemination project of the EEL programme nationwide, designed to train specialised facilitators at a local level who could, in turn, support the professional development of their peers. From a theoretical stance, it focuses on a democratic and participatory approach to the evaluation and development of quality in ECEC contexts. The study involved the participation of 12 pre-school teachers and a specialised trainer. Results show perceived effects of the process of staff development on professional learning at the level of observation skills, reflection-on-action and critical insertion. Also, the participants recognised that experimentation in practice contexts and shared reflection were the most meaningful and facilitative strategies in their learning. 相似文献
8.
Eric L. De Barros 《Changing English: An International Journal of English Teaching》2014,21(4):371-382
In the early 1990s, a popular American dorm-room poster luminously asserted crass materialism as ‘JUSTIFICATION FOR HIGHER EDUCATION’. Self-consciously premised on the paradoxical success of my failure or failure of my success as a professor of Renaissance literature and culture, this essay draws on Erasmus’s educational theory of embodiment to critique the poster’s – and by extension our society’s – popular but ethically bankrupt definition of educational success. Specifically, in contrast to the absence or implied presence of any(body) in the poster, it is the presence of the body as a site of ethical evaluation in Erasmian educational theory that carries precisely the transformative potential to steer our society in a more just direction – a direction which should be – must be – the justification for higher education. 相似文献
9.
Self-control over factors involving task-related information (e.g, feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
10.
Ricardo Conejo Juan Ignacio Garcia-Viñas Aitor Gastón Beatriz Barros 《Journal of Science Education and Technology》2016,25(2):203-221
Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student’s location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students’ responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students’ perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students’ attitudes towards the system were very positive. 相似文献