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Building on the findings of a 2013 NEH Digital Humanities Start-Up funded project, in early 2016 we began working on an IMLS Sparks! funded project: Digital Scholarship Applications Dashboard. The project is a collaborative initiative between University IT and the Library's Center for Digital Scholarship. We are currently evaluating an efficient and user-friendly dashboard solution that will allow faculty and student to easily choose, configure, deploy, and evaluate any of a set of common web applications in a shared and virtual hosting environment. The service is similar to those offered by commercial hosting providers for deployment of popular web applications, but our Scholars Dashboard service will focus on tools more relevant to digital scholarship and digital humanities. The prototype leverages OpenNebula, an open source cloud-computing platform for managing distributed data center environments, and Amazon Web Services for deploying virtual machines. In this article, we will describe the work we have done in the last year and further discuss the role of digital scholarship teams within academic libraries in providing cloud-based infrastructure for digital scholarship and research. 相似文献
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This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献
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One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads. 相似文献
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ElZbieta KIMAK Magdalena HALABI Iwona BARANOWICZ-GASZCZYK 《Journal of Zhejiang University. Science. B》2010,11(4):249-257
Objective:Disturbances in lipid and lipoprotein profiles in patients after kidney transplantation (Tx) are still not understood. Methods:Serum levels of lipids,lipoprotein,triglyceride-rich lipoproteins (TRLs),and high-density lipoprotein (HDL) particles were determined,lipid and lipoprotein ratios were calculated,and their relationships in Tx patients with hypertriglyceridemia (HTG) and lower apolipoprotein AI (apoAI) concentration were examined. Serum lipid and lipoprotein levels were measured in 109 Tx p... 相似文献
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Heather J. Bachman Jessica L. Degol Leanne Elliott Laura Scharphorn Nermeen E. El Nokali Kalani M. Palmer 《Early education and development》2018,29(3):417-434
Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings. 相似文献
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