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121.
知识管理在中美教育机构中的应用研究 总被引:9,自引:0,他引:9
目前知识管理在教育机构中的应用较为滞后 ,但其思想和方法同样适用于像大学、教育管理部门这样的组织机构。教育机构也可以通过实施知识管理达到提高响应能力和工作效率的目的。在高等教育中 ,知识管理工作体现在面向学生的教学和管理活动中。通过对中美两国教育机构调研的数据分析可以看出 ,在与知识管理相关的因素分析上 ,如知识管理的实施与激励形式、作用力和学校规模等方面 ,中国学校与美国学校在认识上具有不同的相关程度。这些差异反映了两国知识管理发展水平的不同 ,同时 ,对中国的高校实施知识管理具有启发意义 ,即知识管理本身本非目的 ,而是一种手段 ,应将它同具体的工作有机结合 ,才能取得更好的效果。 相似文献
122.
Urinary citric acid and calcium levels have been estimated in the urine of 20 normal healthy persons as well as 12 urinary
stone patients. Inhibition efficiency of these urine samples towards the mineralisation of urinary stone forming minerals,
viz., calcium phosphate, oxalate or carbonate, has been studied in an experimental model. Statistical correlation of the above
data has been made by computing the coefficient of determination and unexplained variance. Clinico-biochemical indexing of
calcium urolithiasis risk factor has been attempted in the light of the data. 相似文献
123.
We elaborate a supply chain innovation matrix that can be applied to both commercial and military supply chains. By shifting the analysis from a focal firm to industry structure, we argue that the market structure of the entire supply chain functions as a major moderating variable in determining both the timing and adoption of innovations, both for commercial and military markets. We extend work on supply chain resource dependency by drawing a distinction between market-structure-induced resource dependency and supplier over-reliance on a customer in a competitive market. This has policy implications for the organization of military industrial research and development (IR&D). Joint service research and development (Jointness) will certainly bring about innovation, but it will be incremental, reinforcing established military hierarchies. Policy makers may need to add this probable consequence when comparing Jointness and inter-service rivalry. The cost savings inherent in Jointness may unwittingly sustain a military force unready for fighting the next war. 相似文献
124.
T. Malati G. Rajani Kumari P. V. L. N. Murthy Ch. Ram Reddy B. Surya Prakash 《Indian journal of clinical biochemistry : IJCB》2006,21(1):34-40
Prostate Specific Antigen (PSA) has emerged as the most applicable and important tumor marker for carcinoma prostate. In the
present study PSA was determined in serum of healthy subjects, patients of benign prostate hypertrophy (BPH) and Carcinoma
Prostate (Ca−P) to evaluate its diagnostic efficiency in day to day management of prostate cancer patients and in differentiating
patients of early prostate cancer from those with BPH. Receiver operating characteristic curve (ROC) revealed 2 ng/ml and
10 ng/ml cut off serum PSA level for BPH and untreated carcinoma prostate patients (Ca−P). An extremely significant increase
(P<0.0001) was observed in mean PSA concentration in BPH patients and adenocarcinoma prostate patients when compared to healthy
males. Clinical relevance of PSA was highlighted by a case study of cancer patient prior to any therapy till death. 相似文献
125.
126.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
Charles J. EickEmail: |
127.
Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. 相似文献
128.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
129.
Income is not enough: incorporating material hardship into models of income associations with parenting and child development 总被引:2,自引:0,他引:2
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and investment as predictors of 6-year-old children's cognitive skills and social-emotional competence. Support was found for a model that identified unique parent-mediated paths from income to cognitive skills and from income and material hardship to social-emotional competence. The findings have implications for future study of family income and child development and for identification of promising targets for policy intervention. 相似文献
130.
Youngmin Park Ying Xu Penelope Collins George Farkas Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1896-1912
The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding. 相似文献