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71.
72.
Alan J. Penny Mehru Ahmed Ali Iffat Farah Sissel Ostberg Robert L. Smith 《International Journal of Educational Development》2000,20(6):443-455
This paper seeks to offer insights into the complexities involved in cross-national collaborative research. It identifies and provides an account of the various issues running through the research process, whilst at the same time derives principles upon which such work should be based. Key narratives were identified by highlighting a number of critical incidents. These narratives were related to issues of ownership, trust, and power, whilst in the course of theorising the research process itself, the metaphors of voice and crossing borders were found to be profoundly empowering and transformative. The complexities of working cross-nationally in the research group, understanding roles, clarifying professional frames and ethical values, at the same time as creating and maintaining a context for effective partnership and participation, made managing and sustaining the research process challenging. 相似文献
73.
Alija Avdukic Fawad Khaleel Ahmed Abdullah Abdulbasit H. Brawe 《British Educational Research Journal》2023,49(2):370-404
The unwillingness of the Somali community to finance higher education has largely gone unnoticed within the academic literature and government policy documents. This study explores the role of religion and the influence of Shari'ah scholars on the use of interest-bearing student loans within the Somali community. In the absence of any theoretical framework on this topic, we explore the multiple socioeconomic factors that may influence the attitude, perception of need, motivation and action of using student loans for higher education, by proposing the UK Somali Muslims Acceptance of Interest-bearing Student Loan Model. This is also a community-based participatory study that actively involved Somali community members in exploring and interpreting the results. This was achieved through regular consultations with the sampled Somali Muslim communities within the UK. Our results contribute to the broader debate on the effect of cultural, religious and social values of marginalised communities on inclusion and widening access policies for higher education. The findings reemphasise that people sharing the same location do not necessarily share the same level of opportunities for higher education because of the intersectionality of race, religion, gender and class. The results also show the complexity of the issue of exclusion and the atheoretical nature of student loans as a financial instrument for improving financial inclusion and widening access to higher education among Somali residents in England. 相似文献
74.
This paper leverages the concept of absorptive capacity to explore whether similar configurations of intellectual capital (IC) are associated with the performance of relational capital in firms. It proposes a novel implementation of graph theory to analyse similarities in knowledge assets. We use Community Innovation Survey data to examine 5813 manufacturing firms in 13 business sectors and 13 European countries. While firms rely on external relations to compensate for a lack of internal assets, we find that a company’s propensity to cooperate in innovation is associated with its own IC profile. In particular, firms with common knowledge assets are more likely to benefit from business relational capital. The main contribution of this study lies in a holistic approach to understanding how similarities in knowledge assets are linked to gains in business relational capital. 相似文献
75.
Nowadays, companies and organizations are facing a deep economic crisis as a follow-up of the financial crisis that started in 2007. This crisis has affected a great amount of markets and industries around the world. In this context, companies are challenging the way they allocate resources to investments, especially to intangibles. The present research considers this issue based on an empirical work carried out with a large company (called here Global A) and with reference to the cycle approach proposed by Åkerman. General conclusions are derived for how to approach intangibles (intellectual capital) in a downturn context. 相似文献
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78.
Ahmed Ibrahim Mark W. Aulls Bruce M. Shore 《International Journal of Science Education》2016,38(16):2450-2476
Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students’ personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts’ judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students’ self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments’ factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed. 相似文献
79.
Brain type natriuretic peptide (BNP)—A marker of new millennium in diagnosis of congestive heart failure 总被引:1,自引:0,他引:1
Arun Raizada Suman Bhandari Muzaiyan Ahmed Khan Harsh Vardhan Singh Sherin Thomas Vikram Sarabhai Neelima Singh Naresh Trehan 《Indian journal of clinical biochemistry : IJCB》2007,22(1):4-9
The burden of disease in patients with congestive heart failure is high. The future of BNP looks promising as it may be a
better diagnostic tool for the diagnosis of CHF in developing countries in new millennium. Natriuretic peptide hormones, a
family of vasoactive peptides with many favourable physiological properties, have emerged as important contenders for development
of diagnostic tools and therapeutic agents in cardiovascular disease. Measurement of B-type natriuretic peptide has become
as an easy-to-perform bedside test. The clinical and diagnostic significance of the measurement of plasma Nt-proBNP in the
diseases of the cardiovascular system with particular emphasis on the assessment of patients with heart failure and their
effects on predicting survival rate. The plasma levels of Nt-proBrain Natriuretic peptide responds more vigorously after myocardial
infarction than those of other natriuretic peptides. This article is an attempt to give a short overview on the utility of
BNP-blood levels for the diagnosis and treatment of heart failure 相似文献
80.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献