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Production functions were established for the Arts and Law Faculties of Coimbra and Lisbon Universities and for the Higher Institute of Engineering of Lisbon, in which the number of enrolled students was related to the number of professors and assistants. It was possible to find in Coimbra and Lisbon Universities the existence of possibilities of substitution among those factors and economies of scale. In the case of the Higher Institute of Engineering there seems to exist a relation of complementarity between the number of professors and assistants. Also with regard to this Institute, a production function for graduates was estimated which relates them to the expenditures on academic staff and materials. It was found that in this case it was necessary to introduce time as a representative of technological progress, although it was found to be negative. These results are discussed, and the interest and the limitations of the use of production functions for educational management purposes are outlined. 相似文献
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This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. The battery
consisted of tasks tapping reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives.
A self-report questionnaire consisting of two scales, one examining symptoms of dyslexia and the other reading interests,
was also constructed. All these tasks showed high discrimination between a group of adults with dyslexia and a control group,
all recruited from adult education centers. The tasks also correlated highly with word recognition. The results of the study
show that it is possible to develop a sensitive battery of “nonvocalized” tasks to screen adults with dyslexia on a group
basis and that self-reports add to the screening. The group administration is both time-saving and cost-effective. 相似文献
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Emília Rodrigues Araújo 《Higher Education in Europe》2007,32(4):387-397
The objective of this article based on interview data is focused on the mobility of Portuguese PhD students, mainly pointing to (i) their motivation for studying abroad and tackling with different foreign cultural environments; (ii) personal and professional interests; and (iii) their ability to face the mobility consequences encountered during both private lives and professional development processes. In addition, the author of this article attempts to put forward ideas on policy making and launching effective programmes that would enhance students' lives and scientific development as possible responses to current contradictory European political agendas in the field. 相似文献
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Júlio Emílio Diniz-Pereira 《Educational Action Research》2013,21(3):373-398
Rapid changes in the world due to the emergence of an information society, scientific and technological developments, and a growing capitalist global economy have made intercultural and inter-ethnic contacts a fairly ordinary phenomenon. However, paradoxically, cultural diversity has had to cope with powerful homogenising instruments of a globalised planet; consequently, cultural issues cannot be considered apart from power relations. In education, a recent phenomenon – the teacher research movement – has tried to fight against conservative and dominant forms of teaching and teacher education. In this article, it is argued that teacher research, as an international movement, has the potential to become a counter-hegemonic strategy to construct critical teacher education approaches in a globalised world. 相似文献
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Knutson Douglas Matsuno Em Goldbach Chloe Hashtpari Halleh Smith Nathan Grant 《Higher Education》2022,83(2):461-479
Higher Education - Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for... 相似文献
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Cintia Barcelos Felipe Damas Sanmy Rocha Nóbrega Carlos Ugrinowitsch Manoel Emílio Lixandrão Lucas Marcelino Eder Dos Santos 《European Journal of Sport Science》2018,18(8):1077-1082
The aim of the study was to compare the effect of resistance training (RT) frequencies of five times (RT5), thrice- (RT3) or twice- (RT2) weekly in muscle strength and hypertrophy in young men. Were used a within-subjects design in which 20 participants had one leg randomly assigned to RT5 and the other to RT3 or to RT2. 1?RM and muscle cross-sectional area (CSA) were assessed at baseline, after four (W4) and eight (W8) RT weeks. RT5 resulted in greater total training volume (TTV) than RT3 and RT2 (P?=?.001). 1?RM increased similarly between protocols at W4 (RT5: 55?±?9?Kg, effect size (ES): 1.18; RT3: 51?±?11?Kg, ES: 0.80; RT2: 54?±?7?Kg, ES: 1.13; P?.0001) and W8 (RT5: 62?±?11?Kg, ES: 1.81; RT3: 57?±?11?Kg, ES: 1.40; RT2: 60?±?8?Kg, ES: 1.98; P?.0001) vs. baseline (RT5: 45?±?9?Kg; RT3: 42?±?11?Kg; RT2: 46?±?7?Kg). CSA increased similarly between protocols at W4 (RT5: 24.6?±?3.9?cm2, ES: 0.54; RT3: 22.0?±?4.6?cm2, ES: 0.19; RT2: ES: 0.25; 23.8?±?3.8?cm2; P?.001), and W8 (RT5: 25.3?±?4.3?cm2; ES: 0.69; RT3: 23.6?±?4.2?cm2, ES: 0.58; RT2: 25.5?±?3.7?cm2; ES: 0.70; P?.0001) vs. baseline (RT5: 22.5?±?3.8?cm2; RT3: 21.2?±?4.0?cm2; RT2: 22.9?±?3.8?cm2). Performing RT5, RT3 and RT2 a week result in similar muscle strength increase and hypertrophy, despite higher TTV for RT5. 相似文献
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