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32.
V. I. Dorofeeva A. G. Motin D. N. Nikol’skii Yu. S. Fedyaev 《Scientific and Technical Information Processing》2016,43(3):166-173
The main aspects of the creation of a monitoring system for the research activities of the members of a higher-education institution are considered. The scientific activities of the lecturers and members of Turgenev Orel State University is used as the basis. It is expected that this system will be an efficient tool for optimal managerial decisions at all levels. 相似文献
33.
Stanley B. Baker Herbert A. Exum Richard E. Tyler 《Counselor Education & Supervision》2002,42(1):15-30
The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented. 相似文献
34.
1.Introduction
The reproduction systems of 3D images without using eyeglasses and other special accessories has always attracted attention and aroused great interest of developers and consumers of such equipment because of totally accurate image and method of its presentation.Such systems can be used and are already partially used in advertising,television,different devices (i.e.smartphones,tablet computers),at the exhibitions,etc.,as well as in various technical applications,training systems,simulators,etc. 相似文献
35.
Purpose: The purpose of this study was to investigate whether loads carried in a backpack, with a load mass ranging from 0 to 20?kg, causes respiratory muscle fatigue. Methods: Eight males performed four randomised load carriage (LC) trials comprising 60?min walking at 6.5?km?h?1 wearing a backpack of either 0 (LC0), 10 (LC10), 15 (LC15) or 20?kg (LC20). Inspiratory (PImax) and expiratory (PEmax) mouth pressures were assessed prior to and immediately following each trial. Pulmonary gas exchange, heart rate (HR), blood lactate and glucose concentration and perceptual responses were recorded during the first and final 60?s of each trial. Results: Group mean PImax and PEmax were unchanged following 60-min load carriage in all conditions (p?>?.05). There was an increase over time in pulmonary gas exchange, HR and perceptions of effort relative to baseline measures during each trial (p?.05) with changes not different between trials (p?>?.05). Conclusions: These findings indicate that sub-maximal walking with no load or carrying 10, 15 or 20?kg in a backpack for up to 60?min does not cause respiratory muscle fatigue despite causing an increase in physiological, metabolic and perceptual parameters. 相似文献
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This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which ‘value’ in TNE is constructed in different host contexts is revealed. The paper brings to light the ‘voices’ of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage. 相似文献
38.
Kathleen I. Harris 《Pastoral Care in Education》2016,34(4):202-217
Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. 相似文献
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40.
Anthony T. Milanowski Herbert G. Heneman III 《Journal of Personnel Evaluation in Education》2001,15(3):193-212
This article reports on teachers' reactions to a pilot implementation of a new standards-based teacher evaluation system in a medium-sized Midwestern school district. The system, based on the Framework for Teaching (Danielson, 1996), was intended to serve as the foundation for a new knowledge and skill pay plan for teachers. Teacher reactions were measured using both interview and survey methods. Teachers' overall favorableness toward the system, as measured by the survey, was correlated with acceptance of the teaching standards, perception of the evaluation process as fair and the evaluator as capable and objective, and perception that the evaluation system had a positive impact on their teaching. In interviews, teachers perceived both positive and negative aspects of the system, and for many these more or less balanced each other. While most teachers accepted the evaluation standards and the need for an evaluation system, many also perceived that the system added too much to teachers' workloads and did not provide enough feedback. Based on these results several changes were made in the evaluation system prior to full implementation. The results are discussed with reference to previous research and the Personnel Evaluation Standards. 相似文献