发挥留学人员作用发展高新技术企业

留学人员是我国科技发展的一支重要力量 ,充分发挥好这支队伍的作用是加快我国科技发展 ,赶超世界科技先进水平的一个重要途径。我国改革开放以来 ,有近 30万人负笈海外求学 ,逾1 0 0多个国家和地区 ,其中有不少已学有所成。随着我国政治、经济、社会的发展 ,近两年来回国干一番事业的留学人员越来越多。这种情况下 ,如何充分发挥他们的知识才能 ,最大程度地满足他们报效祖国的一片赤子之心 ,加快我国现代化科技和经济建设 ,成为我们在实际工作中不断探索总结的领域。在教育部和科技部的支持和指导下 ,于 1 998年 2月依托已有的“苏州高新技…     

ORIENTATIONS TO PROFESSIONAL DEVELOPMENT DESIGN AND IMPLEMENTATION: UNDERSTANDING THEIR RELATIONSHIP TO PD OUTCOMES ACROSS MULTIPLE PROJECTS

Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content and pedagogy are addressed in equal parts.     

Research software citation in the Data Citation Index: Current practices and implications for research software sharing and reuse

The aim of this study is to explore the phenomenon of research software citation and, in particular, to draw attention to the increasing importance of this form of citation in scholarly communication. This research sheds light on the current status of formal software citation that is captured by citation databases. Data for the study were gathered from more than 67,000 research software records available in public repositories indexed by Clarivate Analytics’ Data Citation Index (DCI). The metadata characteristics of the indexed records and citation data were then analyzed. Research software was rarely cited in the DCI, suggesting that the documented reuse of research software rarely occurs or is not well documented. Institutional repositories attracted few citations and had low rate of citation. It proved impossible, however, using the available data to isolate specific identifiers that can promote formal software citation. The findings presented here offer insights into research software citation that will be of interest to funding agencies, publishers, researchers, and research organizations.     

Beyond the ‘two cultures’ in the teaching of disaster: or how disaster education and science education could benefit each other

Abstract

Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make connections between the scientific accounts of disasters and the social and political contexts that surround them. In this theoretical paper, I claim that this disconnect is problematic and that overcoming it is a key to understanding and teaching disaster in a more nuanced and comprehensive manner. Drawing primarily on science and technology studies (STS) on disaster, I explore the potential of interpreting disasters as failures of socio-technical systems, which helps us unearth the inner workings of the complex network of science, technology and society in the wake of calamities. STS challenges the dichotomous understanding of the material and social worlds and takes a view that they shape each other to constitute socio-technical systems. Taking such an approach to disaster allows a synthetic understanding of the natural, technological and human-made disasters that we are faced with in the age of uncertainty and complexity. Based on the ideas of STS and examples of recent disasters in East Asian countries, I argue that disaster education and science education can cross-pollinate in tackling the post-disaster hardship and cultivating responsible citizens.     

Situating Special Educators’ Instructional Quality and Their Students’ Outcomes within the Conditions Shaping Their Work

This investigation examined relationships among special education teachers’ working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities’ reading achievement and behavioral outcomes. Data from the 2004–2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers’ self-efficacy and their instructional quality, which would, in turn, be positively associated with their students’ reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed.     

Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.     

Assessment of cortical bone microdamage following insertion of microimplants using optical coherence tomography: a preliminary study

Objectives

The study was done to evaluate the efficacy of optical coherence tomography (OCT), to detect and analyze the microdamage occurring around the microimplant immediately following its placement, and to compare the findings with micro-computed tomography (μCT) images of the samples to validate the result of the present study.

Methods

Microimplants were inserted into bovine bone samples. Images of the samples were obtained using OCT and μCT. Visual comparisons of the images were made to evaluate whether anatomical details and microdamage induced by microimplant insertion were accurately revealed by OCT.

Results

The surface of the cortical bone with its anatomical variations is visualized on the OCT images. Microdamage occurring on the surface of the cortical bone around the microimplant can be appreciated in OCT images. The resulting OCT images were compared with the μCT images. A high correlation regarding the visualization of individual microcracks was observed. The depth penetration of OCT is limited when compared to μCT.

Conclusions

OCT in the present study was able to generate high-resolution images of the microdamage occurring around the microimplant. Image quality at the surface of the cortical bone is above par when compared with μCT imaging, because of the inherent high contrast and high-resolution quality of OCT systems. Improvements in the imaging depth and development of intraoral sensors are vital for developing a real-time imaging system and integrating the system into orthodontic practice.

     

One Policy,Disparate Reactions: Institutional Responses in Florida’s Developmental Education Reform

This paper seeks to better understand how community colleges in Florida planned to implement a new sweeping state policy pertaining to developmental education. Via a cluster analysis, we identify three distinct patterns in the ways in which the colleges responded to the policy: reformers, responders, and resisters. Further, we find that these patterns are related to the extent to which individual colleges had previously enacted campus-based developmental education reform measures, the magnitude of students previously enrolled in developmental education, and the colleges’ perceptions of the effectiveness of the policy.     

Reading,Writing, and English Course Pathways when Developmental Education is Optional: Course Enrollment and Success for Underprepared First-time-in-College Students

Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students’ chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students—those who had the option to bypass developmental education—who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students’ course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice.