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81.
82.
In adopting a customer‐oriented approach to higher education, quality function deployment (QFD) is one of the total quality management techniques which can be applied for process and design improvement. Following a review of some practices in this sector, this paper outlines a QFD model in which the opinions of three groups of customers are utilized for quality planning. A developed framework for the dimensions of quality in engineering education was used in conjunction with the quality processes in a departmental quality management framework proposed by the Engineering Professors’ Council. The results from the QFD led to a strategy for prioritizing the different quality processes within a school/department. 相似文献
83.
Reading and Writing - 相似文献
84.
Comparison of force-related performance indicators between heavyweight and lightweight rowers 总被引:1,自引:0,他引:1
Doyle MM Lyttle A Elliott B 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):178-192
The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity. 相似文献
85.
The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project’s interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline‐specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt‐on interventions by language specialists that have limited outcomes. 相似文献
86.
William R. Doyle 《Research in higher education》2009,50(1):52-72
The impact of increased academic intensity on transfer rates from community colleges to 4-year institutions has been estimated
only from observational data, with the possibility of selection bias. This study uses matching estimators to overcome possible
selection bias and estimate the causal impact of increased academic intensity on transfer rates. Using student unit record
data from Tennessee for the years 1995 through 2004, I find that taking 12 or more credit hours increases the probability
of transfer from between 11% and 15%.
相似文献
William R. DoyleEmail: |
87.
Zwelling E 《The Journal of perinatal education》2010,19(3):11-16
The 42-year involvement of one member of Lamaze International is chronicled through a decade-by-decade review of personal memories. The history of Lamaze International is shared through the recollections of her roles as a childbirth educator, faculty member, and member of the board of directors. 相似文献
88.
William R. Doyle 《Research in higher education》2010,51(8):789-810
Changes in the distribution of student financial aid have taken place at the state and federal level. In addition, several
authors have reported on shifts in the awarding of financial aid to students at the institutional level. The analysis described
in this study examines shifts in institutional responsiveness to both student need and student test scores over the period
1992–2003. The analysis reveals that three of the four sectors in the study have become less responsive to student need and
more responsive to students’ academic characteristics over time. 相似文献
89.
This article explores questions of the politics of knowledge and epistemology in relation to Holocaust education. It argues that, since knowledge is not neutral, we must be attentive to the role of ideologies in the selection and presentation of knowledge concerning the Holocaust in textbooks, in teaching, and in the media. The construction of knowledge about the Holocaust in classrooms is a relational process of meaning-making in which the cultures, perspectives and experiences of all involved come into play. For these reasons, the authors argue, Holocaust education should be considered in light of other fundamental questions, including the relationship of history, memory and identity in order to understand its actual and potential role in fostering democratic citizenship. 相似文献
90.
Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture. Societies including Germany
and Israel have moved through several discrete stages both in their relationships to the Holocaust, and in education about
it. Those shifts will surely continue as the generation of survivors is progressively lost to the passage of time, taking
with them our most powerful links to history, memory, and understanding. This special issue explores Holocaust education research,
and locates it within our evolving understanding of the Holocaust itself, particularly in light of what is being learned within
Central and Eastern Europe, where so many of the atrocities were committed. This introduction considers the potential of Holocaust
education as well as its limitations, and the risks of its failure. It also considers the contexts in which Holocaust education
takes place, and the meanings that are at work in those contexts. While many goals and visions animate Holocaust education,
here we explore the notion of a culture of peace and remembrance. We close with a review of the contributions to this issue. 相似文献