生物膜弹性的几何理论

利用现代微分几何的理论讨论生物膜的弹性行为。首先讨论了开口脂质膜的形状方程和边界曲线方程,并且得到了2个解析解,它们代表的形状与在实验中的图形吻合;其次建立了细胞膜的复合膜模型,并讨论了它的力学稳定性,从而证明了膜骨架能够极大地提高细胞膜的力学稳定性。     

基于目标宽度特征的脉间跳频雷达距离精确成像

根据雷达目标的宽度特征,提出了目标检测窗口内雷达信号的逆Chirp z变换局部成像处理方法。利用有限的输入数据长度,有效提高目标局部距离像的采样分辨率,获得更精确的距离像。与传统的数据长度补零逆傅里叶变换方法相比,在相同的采样分辨率条件下,该方法能有效减小计算量。仿真实验结果与理论分析相符合,证明了该方法的有效性。     

以校园网为依托,推进高校档案数字化建设

数字化校园网建设,为高等院校档案管理系统带来了新的机遇,这个机遇的核心就是数字化档案管理系统的建设,使档案信息快速向数字化方向发展,实现档案信息资源的有效利用和共享。高等院校作为先进技术的传播者和研发者,有条件有义务的运用先进的网络技术、计算机技术和多媒体技术进行档案管理,尽早实现档案管理现代化,使档案工作的各个环节以更高的效率为学校的教学、训练、科研管理和其它各项工作服务。     

Developing prospective elementary teachers’ abilities to identify evidence of student mathematical achievement

This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice. Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding. Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve their teaching.     

如何创建一个远程数据服务(RDS)

本文从Web数据库体系结构的角度探讨了RDS的工作原理和关键技术,并结合一些代码,具体阐述了远程数据服务的实现。     

A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color

Access to gifted and talented education (referral, identification, and classes) and advanced classes has been challenging for two student groups of color—Black and Hispanic students. More than 10?years of data from the Office for Civil Rights, Civil Rights Data Collection and numerous reports reveal that discrimination is in operation and gravely compromises access for these gifted students of color. In this article, the authors share data on the aforementioned groups’ under-representation, along with desegregation and integration barriers. Our recommendations are guided by equity rather than equality. We call for accountability and deliberate efforts to desegregate and integrate gifted and talented education with excellence and equity fundamental for change. We also draw attention to the Culturally-Responsive Equity-Based Bill of Rights for Gifted Students of Color.     

Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.     

A teaching accompaniment and development model: possibilities and challenges for teaching and learning centers

ABSTRACT

We propose a ‘1-to-1’ accompaniment and teaching development model emerging from the analysis and reflection of professional experience at a Teaching and Learning Center in a Chilean university. We highlight the relevance of the bond between professor and adviser and the establishment of a horizontal relationship, where both work collaboratively on the achievement of common objectives. This means breaking away from the classic view of the counseling process, where aspects of discipline and context are not necessarily considered. Despite size scalability issues, this model is flexible in its applicability and is adaptable to different university contexts. The implementation of this model is still under development, particularly in its evaluation phase.