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151.
152.
Chengshan Wang Robert M Hazen Qiuming Cheng Michael H Stephenson Chenghu Zhou Peter Fox Shu-zhong Shen Roland Oberhnsli Zengqian Hou Xiaogang Ma Zhiqiang Feng Junxuan Fan Chao Ma Xiumian Hu Bin Luo Juanle Wang Craig M Schiffries 《国家科学评论(英文版)》2021,8(9)
Current barriers hindering data-driven discoveries in deep-time Earth (DE) include: substantial volumes of DE data are not digitized; many DE databases do not adhere to FAIR (findable, accessible, interoperable and reusable) principles; we lack a systematic knowledge graph for DE; existing DE databases are geographically heterogeneous; a significant fraction of DE data is not in open-access formats; tailored tools are needed. These challenges motivate the Deep-Time Digital Earth (DDE) program initiated by the International Union of Geological Sciences and developed in cooperation with national geological surveys, professional associations, academic institutions and scientists around the world. DDE’s mission is to build on previous research to develop a systematic DE knowledge graph, a FAIR data infrastructure that links existing databases and makes dark data visible, and tailored tools for DE data, which are universally accessible. DDE aims to harmonize DE data, share global geoscience knowledge and facilitate data-driven discovery in the understanding of Earth''s evolution. 相似文献
153.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
R. Robert OrrEmail: |
154.
Howard P. Parette Craig Blum Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12
As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk
or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive
technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations
and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple
performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology
device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in
supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying
explanations of how to interpret data and make decisions regarding the effectiveness of the technology. 相似文献
155.
Prof. Angela M. O’Rand Ph.D. Prof. Jenifer Hamil-Luker Ph.D. Prof. Cheryl Elman Ph.D. 《Zeitschrift für Erziehungswissenschaft》2009,12(3):409-436
A major objective of current life course research is to specify the processes linking early childhood conditions to subsequent life course statuses that span educational, occupational, familial, and health domains across the life span. This study confronts at least two persistent challenges to the rigorous specification of the relationships among these variables. The first is that the point-in-time measurement of education as “years of schooling” masks considerable heterogeneity in the timing and curricular tracks of schooling and obscures our understanding of how and when education matters for life-course inequality. The second challenge involves interdependencies between aspects of life-course inequality, including educational achievement and health. The intertwining of these variables across the life course, and their usual conceptualization and measurement, limit the interpretation of their relationship and its generalizability across studies. We use data from three waves of the National Survey of Families and Households between 1987–1988 and 2001–2002 to explore trajectories of self-reported health, applying latent class cluster analysis (finite mixture models) to deal directly with these measurement and specification issues. Generally, we find mediating effects of education in mid- to late-life health demonstrating the pivotal role of education in life course processes. Women’s childhood backgrounds are more heterogeneous and temporally complex educational careers affect their self-assessed health more than men’s. Late degrees are linked to poor health trajectories among women, but not men. Also, marital history, number of births and health behaviors are associated in expected ways with women’s and men’s health trajectories at midlife. 相似文献
156.
Pippa Craig Jill Gordon Rufus Clarke Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551
This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds. 相似文献
157.
In education, case studies have been employed as a major pedagogical means to engage students with realistic materials and
practical problems. The usefulness and success of case studies have been documented in literature. In this paper, we move
the case study and its technical affordance a step further toward more authentic or realistic learning and toward communities
of practice. Drawing on current intellectual achievement in education, developmental psychology and computer-supported collaborative
learning, this paper proposes four requirements for interactive case study libraries, focusing on authentic learning, social
interaction, resource accumulation, and communities of practice. With a usability engineering case study library as an example,
we discuss design concerns derived from these requirements as well as its use in practice. 相似文献
158.
Cheryl Wei-yu Chen 《Asia Pacific Education Review》2010,11(2):151-158
This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers
and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester,
data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1)
The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related
peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness
of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions
for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions.
Possible future research directions as well as pedagogical implication are outlined to conclude the paper. 相似文献
159.
Julia A. Bryan Norma L. Day‐Vines Cheryl Holcomb‐McCoy Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279
National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined. 相似文献
160.