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Higher Education - This study explores the contributions of different dimensions of the intellectual capital of higher education institutions (ICHEIs) to their performance, incorporating the... 相似文献
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We utilize a recently developed microfluidic device, the Optimized Shape Cross-slot Extensional Rheometer (OSCER), to study the elongational flow behavior and rheological properties of hyaluronic acid (HA) solutions representative of the synovial fluid (SF) found in the knee joint. The OSCER geometry is a stagnation point device that imposes a planar extensional flow with a homogenous extension rate over a significant length of the inlet and outlet channel axes. Due to the compressive nature of the flow generated along the inlet channels, and the planar elongational flow along the outlet channels, the flow field in the OSCER device can also be considered as representative of the flow field that arises between compressing articular cartilage layers of the knee joints during running or jumping movements. Full-field birefringence microscopy measurements demonstrate a high degree of localized macromolecular orientation along streamlines passing close to the stagnation point of the OSCER device, while micro-particle image velocimetry is used to quantify the flow kinematics. The stress-optical rule is used to assess the local extensional viscosity in the elongating fluid elements as a function of the measured deformation rate. The large limiting values of the dimensionless Trouton ratio, Tr ∼ O(50), demonstrate that these fluids are highly extensional-thickening, providing a clear mechanism for the load-dampening properties of SF. The results also indicate the potential for utilizing the OSCER in screening of physiological SF samples, which will lead to improved understanding of, and therapies for, disease progression in arthritis sufferers. 相似文献
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Catari Vilela Chaves Soraia Schultz Martins Carvalho Leandro Alves Silva Tânia Cristina Teixeira Patrícia Bernardes 《Research Policy》2012,41(9):1683-1695
The purpose of this paper is to analyze the interactions between firms, universities and research institutes based in Minas Gerais, Brazil. The theoretical standpoint is the innovation system of developing countries. Multivariate cluster analysis is used, more specifically, the Grade of Membership method, to group firms with similar characteristics and evaluate their pattern of interaction with universities and research institutes. The main results show that the highest rates of interaction are found among firms that manufacture chemical products, cellulose, paper and paper products, followed by those engaged in the extraction of metallic and non-metallic minerals. 相似文献
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Elzo Alves Aranha Paulo Henrique dos Santos Neuza Abbud Prado Garcia 《Educational technology research and development : ETR & D》2018,66(6):1571-1599
Academic papers on entrepreneurship in engineers’ education have been growing in the last decades. However, studies on entrepreneurship in engineering have not sought to analyze how entrepreneurship education, in connection to active learning, design thinking, and Bloom’s Taxonomy, inserted in an integrated way, as a tool, might help the process of engineering students’ entrepreneurial skills development. Thus, this study has the goal to propose an integrated tool, linked to the principles of entrepreneurship education, active learning, design thinking, and Bloom’s Taxonomy, to foster engineering students’ entrepreneurial skills development. The tool, called Entrepreneurial Dynamic Learning, is operationalized and validated in a 2-year case study in a Brazilian public university. The study also produces practical implications, and five are highlighted: (1) at the level of governments and policy makers; (2) engineering scientific associations; (3) universities, coordinators, and professors of engineering undergraduate programs; (4) engineering education researchers; and (5) the Brazilian National Confederation of Industry. 相似文献
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Sérgio Gaitas Margarida Alves Martins 《International Journal of Inclusive Education》2017,21(5):544-556
This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed. 相似文献
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João Ribeiro Pedro Figueiredo Sara Morais Francisco Alves Huub Toussaint João Paulo Vilas-Boas 《Journal of sports sciences》2017,35(16):1614-1621
The present study aimed to examine how high- and low-speed swimmers organise biomechanical, energetic and coordinative factors throughout extreme intensity swim. Sixteen swimmers (eight high- and eight low-speed) performed, in free condition, 100-m front crawl at maximal intensity and 25, 50 and 75-m bouts (at same pace as the previous 100-m), and 100-m maximal front crawl on the measuring active drag system (MAD-system). A 3D dual-media optoelectronic system was used to assess speed, stroke frequency, stroke length, propelling efficiency and index of coordination (IdC), with power assessed by MAD-system and energy cost by quantifying oxygen consumption plus blood lactate. Both groups presented a similar profile in speed, power output, stroke frequency, stroke length, propelling efficiency and energy cost along the effort, while a distinct coordination profile was observed (F(3, 42) = 3.59, P = 0.04). Speed, power, stroke frequency and propelling efficiency (not significant, only a tendency) were higher in high-speed swimmers, while stroke length and energy cost were similar between groups. Performing at extreme intensity led better level swimmers to achieve superior speed due to higher power and propelling efficiency, with consequent ability to swim at higher stroke frequencies. This imposes specific constraints, resulting in a distinct IdC magnitude and profile between groups. 相似文献
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Alves Martins Margarida Perret-Clermont Anne-Nelly 《European Journal of Psychology of Education - EJPE》2021,36(4):1243-1245
European Journal of Psychology of Education - 相似文献
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The inclusion of the history of science in science curricula—and specially, in the curricula of science teachers—is a trend
that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This
paper presents a case study in the history of chemistry, on the early developments of John Dalton’s atomic theory. Based on
the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the
kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially
anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in
the present. Science teaching for current days will benefit from the approach that may be termed the “new historiography of
science”. 相似文献
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Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional
guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were
50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children
knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated
in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed
to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words
used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction
used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children
think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations
spellings. There are no differences between groups at the number of total phonetisations but we found some differences between
groups at the quality of the phonetisations. 相似文献