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161.
Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are at deciding the next instructional steps. We discuss the implications of the results for effective formative assessment and end with considerations of how teachers can be supported to know what to teach next. 相似文献
162.
A global state feedback tracking controller for a class of vehicles, namely marine vehicles, hovercrafts and indoor airships is considered in this paper. The control algorithm uses a velocity transformation of the vehicle equations of motion. It is shown that this algorithm is suitable for control of fully actuated systems and leads to fast response. This property arises from the fact that the dynamical couplings in the vehicle are taken into account in the control gain matrix. A Lyapunov-like function is proposed for the stability analysis of the system under the controller. The algorithms robustness issue is considered too. Numerical simulations are given to illustrate effectiveness of the approach. 相似文献
163.
Chandrawati Kumari Seema Kapoor Bijo Varughese Sunil Kumar Pollipali Siddarth Ramji 《Indian journal of clinical biochemistry : IJCB》2017,32(3):266-274
Deficiency or diminished activity of a cobalamin dependent enzyme methylmalonyl-CoA mutase causes inborn error of metabolism called methylmalonic acidemia (MMA). In this study we elucidated the spectrum of mutations in 21 Indian mut MMA patients by direct sequencing. Sequence analysis identified a total of 70 mutations in exon 2, 9, 11 and 12 of MUT gene. Out of which 26 mutations were predicted to be deleterious and rest were benign. The 23 novel mutations consist of four nonsense mutations (p.N6*, p.G539*, p.E609* and p.I671*), twelve missense mutations (p.K128I, p.N547T, p.D554Y, p.A558T, p.R559P, p.A631T, p.I647T, p.E656D, p.V657E, p.Q660H, p.K679N, and p.G696Y) and seven frame shift mutations (c.375_376insA, c.1642delA, c.1655delC, c.1825_1826insT, c.1957delGA, c.2014delA and c.2062_2063insGA). All of them are point mutations or micro rearrangements. Three of these mutations (p.K621N, p.G648D, p.G630E) have been previously reported; all of them are missense mutations. The mutations are distributed throughout the exon 2, 9, 11 and 12, 38.4 % mutation are located in exon 12. 相似文献
164.
Herman P. Schwan 《Journal of The Franklin Institute》1973,296(6):485-497
This paper summarizes biophysical and bioengineering studies of biological hazards which may result from exposure to microwaves. Various phases of this study include: determination of the electrical characteristics of body tissues; determination of microwave and membrane characteristics; studies of a variety of electromechanical phenomena which can be evoked by RF fields; investigations of the mode of propagation of microwaves into man and animals, including absorption and reflectance characteristics and radar cross-section of man. One outcome of this work is a standard of safe exposure which is presently accepted in most Western countries. 相似文献
165.
In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of transactional distance allows us to explore distance as a form of psychological and communication space, not simply of geographical distance. Feminist pedagogy, on the other hand, has recognised the importance of gender in structuring disciplines as well as teaching strategies. Both theories implicitly position the face-to-face classroom as the ideal learning environment, with the implication that distance learning has to produce a deficient environment. We argue that the evidence for women does not support this and present examples of feminist distance learning provision that has offered successful technology-enhanced learning and educational opportunities. 相似文献
166.
This paper unveils the body_machine as a key element of dynamic mental maps that have come to shape both educational praxis and research. It traces and analyses instances in which the human and the mechanical encountered each other in metaphorical, material and visual forms, thereby blurring to some extent the boundaries between them while capturing and mobilising specific forms of knowing and acting. The paper studies, first, how certain ‘orienting frames of reference’ and associated ‘experimental systems’ managed to materialise around the body_machine and penetrate theory and praxis; and, second, what visual and textual sources related to a vocational school may reveal about where and how the body_machine has come to operate in education, industry and science. The paper centres on early twentieth-century photographs and analyses these not only as media presenting, representing and interrogating common thought and practice but also as agents of meaning-making around the body_machine. 相似文献
167.
van Ijzendoorn MH Rutgers AH Bakermans-Kranenburg MJ Swinkels SH van Daalen E Dietz C Naber FB Buitelaar JK van Engeland H 《Child development》2007,78(2):597-608
This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory. 相似文献
168.
David Nicholas Hamid R. Jamali Eti Herman Anthony Watkinson Abdullah Abrizah Blanca Rodríguez‐Bravo Cherifa Boukacem‐Zeghmouri Jie Xu Marzena
wigo Tatiana Polezhaeva 《Learned Publishing》2020,33(3):198-211
This article describes an international study informed by a 3‐year‐long qualitative longitudinal project, which sought to discover the scholarly communication attitudes and behaviour of early career researchers (ECRs). Using a combination of small‐scale interviews and a larger‐scale survey, ECRs were questioned on their searching and reading behaviour, publishing practices, open data, and their use of social media. Questionnaire invitations were sent out via publisher lists, social media networks, university research networks, and specialist ECR membership organizations. One‐thousand and six‐hundred responses were received, with many coming from China, Russia, and Poland. Results showed that ECRs are adopting millennial‐facing tools/platforms, with Google, Google Scholar, social media, and smartphones becoming embedded in their scholarly activities. Open data sharing obtains widespread support but somewhat less practice. There are some differences in attitudes and behaviour according to age and subject specialism. 相似文献
169.
170.
Jacqueline Witschge Jesper Rözer Herman G. van de Werfhorst 《British Educational Research Journal》2019,45(2):298-319
In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation. 相似文献