排序方式: 共有73条查询结果,搜索用时 22 毫秒
41.
Joshua D. Hawley Shu-Chen Chiang 《Community College Journal of Research & Practice》2013,37(7):387-404
ABSTRACTThis paper examines the association between participating in developmental education and degree attainment within 6 years for adults (age 24 and older) who entered one of 10 Ohio public community or technical colleges for the first time in 2002–2013. Degree attainment is modeled using annual data on course enrollment and completion measures. Results from both a logistic regression (with fixed effects) and propensity score matching provide different estimates of the impact of developmental education on degree attainment. The study identifies a range of intermediate educational characteristics such as credit completion and persistence that are associated with final degree completion. Based on the results of this study, educational institutions that provide adult developmental education need to design specific educational interventions that will address the barriers adult undergraduates face. 相似文献
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Yoshihisa Hirakawa Mayu Yasuda Uemura Chifa Chiang Atsuko Aoyama 《Educational gerontology》2018,44(4):211-219
The purpose of this study is twofold: to assess the acceptance and usefulness of Nagoya University Small Private Online Courses, which is an online end-of-life care educational program through popular social media designed to supplement traditional end-of-life care education among healthcare professionals and to get constructive feedback with the aim of enhancing the impact of the program on fundamental knowledge of and attitudes toward end-of-life care provision. All 107 participants nationwide enrolled in this educational program completed the entire study. We found evidence of the beneficial effect of the social media strategies on participants’ knowledge and practice toward end-of-life care. In addition, data analyses provided insights into modifiable factors associated with learners’ active participation. 相似文献
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Document classification, with the blooming of the Internet information delivery, has become indispensable required and is expected to be disposed by an automatic text categorization. This paper presents a text categorization system to solve the multi-class categorization problem. The system consists of two modules: the processing module and the classifying module. In the first module, ICF and Uni are used as the indictors to extract the relevant terms. While the fuzzy set theory is incorporated into the OAA-SVM in the classifying module, we specifically propose an OAA-FSVM classifier to implement a multi-class classification system. The performances of OAA-SVM and OAA-FSVM are evaluated by macro-average performance index. 相似文献
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The protection of copyrights in the music industry has been of paramount concern as the popularity of digital music players,
personal websites, and file-sharing continues to grow, each of which subsequently contributes to the persistence of Internet
music piracy. While the Recording Industry Association of America (RIAA) links file-sharing to copyright piracy, others argue
that file-sharing allows maximum exposure of artists’ music which in turn increases its value. While this debate continues,
little empirical research has specifically addressed the behavioral aspects of the consumer. In this paper, we use survey
data on university students to study how attitudes toward copyright law along with economic and demographic factors affect
the extent of music copyright violations. We find that while students are responsive to economic incentives and perceptions
of risk, the extent of these incentives has not reversed the overall propensity to engage in file-sharing.
相似文献
Djeto AssaneEmail: |
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Copyright piracy on the university campus: Trends and lessons from the software and music industries
Abstract In a 1996–7 survey of students at three public universities and one private liberal arts college, Chiang and Assane (2002) found that 53 per cent of the sample admitted to software piracy. Though this is a staggering percentage, over the past five years the public focus on copyright piracy among young technology savvy users, particularly university students, has shifted from software to music piracy via file sharing and CD reproduction. This paper studies the characteristics of these industries along with recent technological advances affecting them. We analyze how economic incentives to reduce piracy on the university campus have been successful for the software indus‐ try, and how the lack of such incentives in the music industry has caused a larger piracy issue today. Based on these findings, we discuss possible solutions to reducing music piracy on the university campus. 相似文献
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Kuang-Hsu Chiang 《European Journal of Education》2012,47(1):139-152
The evidence about the relationship between research and teaching at the level of doctoral education is far from conclusive. The focus of this study is to examine how teaching and research are related at doctoral level, especially when students' voices are heard, in two contrasting higher education systems — France and the UK. Models from Schimank and Winnes, and Clark were used to analyse the contrasting research and teaching configurations at institutional level in France and the UK. France has a Pre-Humboltian system of research and teaching, whilst the UK has a Post-Humboltian one. Two empirical studies were then drawn on: to measure teaching, a questionnaire composed of two major dimensions of research training experiences, supervision and research environment, was distributed to full-time doctoral students in Economics & Management and Chemistry in France and was compared to a survey carried out earlier in Education and Chemistry in the UK. To measure research, the result of the CNRS (National Centre of Scientific Research) research classification in France was used. In the UK, the corresponding measurement, RAE score (Research Assessment Exercise) was adopted. Strikingly similar findings were found in the two countries. First, there is little relationship between the departmental research performance and the quality of doctoral education as experienced by PhD students in either country. Next, this lack of significant relationship is found across all three disciplines. Thirdly, more consistent results were observed in France than in the UK. There is in-depth discussion with regard to these findings. 相似文献
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Misconception of sound and conceptual change: A cross‐sectional study on students' materialistic thinking of sound 下载免费PDF全文
There is a concern that materialistic thinking—meaning the tendency to attribute a set of matter‐like properties to nonmatter concepts—is one of the central barriers that students face in the journey toward understanding scientific concepts. The cross‐sectional study presented here used the Sound Concept Inventory Instrument (SCII) (Eshach, [ 2014 ], Physical Review Physics Education Research, 10, 010202) to examine how Taiwanese students (N = 717: Grade 7 to undergraduate level) associate the nonmaterial concept of sound with this set of (erroneous) materialistic properties and/or with the (correct) scientific view. Its results show that students in all academic level groups associated sound, at least to some extent, with all of the materialistic properties defined in the instrument. Grades 7–9 evidenced the greatest amount of materialistic thinking, followed by Grade 11, with the lowest levels of materialistic thinking being shown by Grades 10 and 12, as well as university students. We also found that the respondents' confidence in the materialistic view they expressed was high. The results suggest that the extent to which students associate sound with materialistic thinking is not ordered by academic level, but was rather influenced by the immediate relevance of each group's recent curriculum to the topic of sound. This article concludes by examining the results through the lens of several different theories of conceptual change, and by making suggestions, in light of these results, for how the teaching of sound concepts might be improved. 相似文献
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Tien-Hui Chiang 《Educational Philosophy and Theory》2018,50(14):1520-1521
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