你属于你自己吗?

Salvador Dolly为了鉴定自己是否适合生育,提供了基因例行检验血样.负责检验的高级基因检验公司(Advanced Genetic TestingCompany)将富余的血样卖给了NuGenEra生物技术公司.后者发现Dolly的基因竟然能抗艾滋病毒(HIV).     

The effect of distance learning classroom design on student perceptions

This study investigated the effects of camera angle and monitor placement in a simulated distance-learning environment. Of particular interest were the effects on perceived instructor credibility and immediacy behaviors. A videotape of a lecture on an academically relevant topic was produced using a high-angle and an eye-level camera. Participants viewed one of the presentations in either a traditional classroom design (one monitor, front center of room) or in small groups with a monitor for each group. Participants were observed as they viewed the videotape of interest, following which they completed a questionnaire and posttest. Results suggest that an eye-level camera, and multiple monitors with groups of 4–5 students positively influence instructor credibility, immediacy, and interactions. The implications of these findings and recommendations for design of a distance-learning classroom are discussed.     

Minority and Nonminority Adjustment to College: Differences or Similarities?

Using a model of retention, this study focused on minority and nonminority students' adjustment to college. Data were collected via mailed questionnaire from 799 freshmen at a residential, public research university in the Midwest. Path analysis was used to test the model. Results indicated that perceived quality had significant effects on intent to persist for minorities but not for nonminorities, and academic achievement had significant effects on intent to persist for nonminorities but not for minorities. Similarities between the two groups, however, clearly overshadowed differences. For instance, perceived racial discrimination exerted equivalent effects (although weak) on intent to persist for minorities and nonminorities.     

Classroom Peer Acceptance, Friendship, and Victimization: Destinct Relation Systems That Contribute Uniquely to Children's School Adjustment?

The proposition that relationships make differential (i.e., unique, redundant, contingent) contributions to adjustment was examined by investigating the linkages between children's participation in different types of peer relationships (i.e., friendship, peer acceptance, peer victimazation) and their adjustment to school. Relationship measure were gathered for 5-to 6- year-old children(105 males, 95 females) twice during kindergaten (i.e., fall and spring) nad were correlated with adjustment indicators at each time of assessment and used to predict changes in school adjstment over time. Examination of the relative associations between the relationship measures and children's adjustment revealed of both unshared (i.e., unique) and shared (i.e., redundant) linkages, depending on the form of adjustment examined.These findings suggest that adjustment may be influenced by the diverse experiences (i.e., provisions) that children encounter in different forms of relationship, and that certain types of relationships may have greater or lesser adaptive significance depending on the adjustment outcome examined     

New Models of Management and Shifting Modes and Costs of Production: Europe and the United States

Discussions of strategic managementand productivity generally overlook fundamentalfactors of production that are on the rise withnew models of management and new modes ofproduction by which instruction and research iscreated. This paper draws on national,institutional and professional association datafrom universities and emergent professions inAustria, Germany and the US to track theshifting allocation of human resources and todetermine whether academic managers areconsidering these patterns in establishingstrategic management practices. Findings showthat, in some countries, professors represent adeclining proportion of the personnel in highereducation, although the models of managementand the allocations of personnel vary among theUS, Austria and Germany. Noting that currentstrategic management practices are notincorporating consideration of thesedevelopments, this paper offers questions andconcepts for universities to address in orderto enhance strategic management.     

Methods for comparing outcomes assessment instruments

This article outlines a general process for faculty use in comparing the relative efficacy of college outcomes assessment instruments for gauging student progress toward goals considered important by the faculty. Analysis of two standardized general education exams—the ACT COMP and the ETS Academic Profile—illustrates the process.