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101.
Alex Williamson 《Learned Publishing》1998,11(2):155-157
The Effective Editor's Handbook, By Barbara Horn, Leatherhead: Pira International 1997, 176 pp £20.00, ISBN: 1 85802 186 3 相似文献
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In the present study, we tested the assumption that performance in a knowledge retrieval test would be lower in secondary school students with temporarily depleted self-control strength (n = 53) compared to secondary school students with temporarily available self-control strength (n = 56). After manipulating self-control strength, students were instructed to memorise the names and the functions of the human eye and to recall as many names and functions as possible following a one-min distraction task. The results supported our assumptions, as students with depleted self-control strength performed significantly worse in the knowledge retrieval task compared to students whose self-control strength had not been temporarily depleted. The results suggest that depleted self-control strength may negatively affect academic performance and hinder a successful academic career. The theoretical and practical implications of these findings are discussed. 相似文献
104.
Ke Fang Alex L Pieterse Myrna Friedlander Junhong Cao 《International journal for the advancement of counseling》2011,33(4):309-321
This investigation tested the psychometric properties of the Attitudes Toward Seeking Professional Psychological Help Scale-Short
Form (ATSPPH-SF; Fisher and Farina [Journal of College Student Development, 36, 368–373, 1995]) in a sample of 338 Mainland Chinese college students. Using back-translation, the ATSPPH-SF was translated into simplified
Chinese. Confirmatory factor analysis did not support the original one-factor model. Subsequently, exploratory factor analysis
suggested a 7-item, two-factor model; however, the new factor structure yielded poor reliability coefficients, below .60.
Results suggest that the help-seeking construct as operationalized by the ATSPPH-SF may not be valid for the Chinese population.
The importance of designing indigenous instruments for help-seeking attitudes is discussed. 相似文献
105.
This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice. 相似文献
106.
Sandy C. Li Jacky W. C. Pow Emily M. L. Wong Alex C. W. Fung 《Education and Information Technologies》2010,15(3):171-180
Empowering students to learn through ICT is seen as a way to address the growing awareness and demand for preparing students
to effectively participate in the emerging global knowledge economy. It is believed that, in order to maintain competitiveness
in a global economy, traditional classroom practices must be re-conceptualized in a way that enables students to engage themselves
in knowledge building, to become more self-directed, and to assume greater autonomy and social responsibility over their own
learning. In this article, we report a case study on the use of Tablet PCs to support teaching and learning in a primary school
in Hong Kong, and provide insights into how schools can harness and capitalize on the opportunities offered by such emerging
technologies. 相似文献
107.
Alex Livy Sayhean Lye Chahil K. Jagdish Nurul Hanis Velapasamy Sharmila Lian Wee Ler Bagali Pramod 《Indian journal of clinical biochemistry : IJCB》2012,27(1):28-33
Buccal cell usage has been shown by many to be a cost effective and safe method to isolate DNA for various biological experiments
especially large epidemiological studies (Garcia-Closas et al. Cancer Epidemiol Biomarkers Prev 10:687–696, 2001). Non-invasive DNA collection methods are preferred over phlebotomy in order to increase study participation and compliance
in research centers and for sick patients in hospital settings. There have been conflicting reports about the methodology
and results obtained from using buccal DNA. It is not very clear if phlebotomy can be confidently replaced by buccal cell
DNA. It is often left for the user to take an intelligent decision. To address this issue, we compared the performance of
buccal and blood DNA from same subjects in a genotyping experiment and this paper reports the results. Cotton swab derived
buccal cells were scraped from the inner side of cheeks from 16 subjects, and blood was also drawn from the same 16 subjects
participating in a genotypic association study of a lipid disease. The DNA quality was assessed by resolving on agarose gels,
checking purity (A260/A280) and finally by microarray hybridization. This study showed that DNA degradation affects the total
yield and performance of the buccal DNA when compared to the blood DNA in microarray based genotyping. Genotyping results
can be seriously compromised if care is not taken to check the quality and yields of such specimens. 相似文献
108.
This project examined 23 teachers’ involvement in a curricular project to integrate physical activity into the school day. The teachers represented all grade levels and worked in schools that served Native American students in the United States. Interviews occurred twice during the year-long project. Data were analyzed via constant comparison. Teachers’ willingness to engage was influenced positively by caring about students and their own personal wellness history. Their engagement was impeded by institutional factors of scheduling and assessment pressures. The results provide insights into how teachers might be persuaded to and prepared for the implementation of similar programs in new locations. 相似文献
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