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121.
122.
A cowse‐integrated programme of library instruction has been developed for the School of Civil Engineering at the Queensland University of Technology, Australia; library instruction being one of the means selected to improve the research efforts of fourth year project students. The programme has been developed through consultation between the Civil Engineering Research Project Coordinator and the Civil Engineering Reference Librarian. Its aims are derived from those established for the fourth year research projects. Attention is focussed on the nature of the programme and the impact of instruction on fourth year research project students. Students who had received extended library instruction were compared with students from the previous year. Evidence suggests that the instruction has improved the information seeking behaviour of the students and their literature reviews. 相似文献
123.
In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their
word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between
6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the
scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade.
The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although
reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension
difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading
comprehension. 相似文献
124.
A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice. 相似文献
125.
H. A. Smith J. E. Dyment A. Hill J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317
This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education. 相似文献
126.
This paper investigated rudeness experienced by academic staff from students, co-workers and senior staff members. The focus of much of the rudeness literature in an educational setting has been on the student experience of rudeness, predominantly in the classroom. The aim of the current study was to focus on the experience of academic staff rather than students, and to broaden consideration of rudeness beyond the classroom, to include e-mail. Using a mixed-methods questionnaire, with both closed and open questions, rudeness perception, impact and response was examined across a sample of 122 academic staff from Scottish Higher Education institutions. The study examined relationships between personality, stress, job satisfaction, level of rudeness and the impact of rudeness on staff. The qualitative segment explored responses to rude e-mails across three sources; student, colleague and senior colleague. The results indicated that academic staff reported similar levels of rudeness from students, co-workers and senior colleagues. Faculty who reported high levels of neuroticism were more likely to report a negative impact of rudeness. Academic staff also reported that their response to rudeness could differ according to the instigator: a greater proportion of staff reported that they would be likely to reprimand a student, in comparison to a colleague, for rudeness. Staff were more likely to seek an informal resolution to rudeness with a co-worker, rather than a student. This paper highlights the potential importance of individual characteristics in assessing the impact of rudeness on faculty and indicates that rudeness may come from several sources in academia. 相似文献
127.
Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2004,4(2):185-197
Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered. 相似文献
128.
Objective: To determine the effective nucleotide sites of ribozymes against HCV, and obtain a highly effective, nontoxic and
inexpensive antisense ribozyme specific for HCV. Methods: Two effective ribozymes, targeted to HCV 5’NC region and C region,
were designed and synthesized. Eukaryotic expression vectors, pSV2-gpt. CD-SR (, containing either HCRZNC or HCRZC were constructued
and transfected into MT-2 cells, which had been infected by HCV. Quantitative PCR and hydridization were used to determine
the effect of inhibition of HCV by ribozymes. Results: HCRZNC and HCRZC suppressed the replication of HCV by 54.7% and 62.1%,
respectively. Furthermore, when both ribozymes were cotransfected into cells, they suppressed replication by 78.8%. Conclusion:
Two specific antisense ribozymes have strong inhibitory effects on the replication of HCV in cultured cells, and have better
effect when used together. 相似文献
129.
为降低"欧宝1617"小黄瓜种植的种苗成本,对"欧宝1617"小黄瓜的腋芽再生组织培养技术进行了研究.适合"欧宝1617"小黄瓜种子苗的茎尖和试管苗单茎节段的腋芽生长增殖的最佳培养基为MS+IBA(0.2~0.5)mg/L,在30 d继代周期内能以7倍增殖".欧宝1617"小黄瓜试管苗驯化移栽的最佳基质为上面1/3蛭石下面2/3腐质土的双层基质法. 相似文献
130.
Daniel Ansari Roland H. Grabner Karl Koschutnig Gernot Reishofer Franz Ebner 《Learning and individual differences》2011,21(6):636-643
Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n = 12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n = 12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors. 相似文献