Women's contributions to instructional technology journals     

Anne L. Foley  Patricia G. Keener  Robert C. Branch 《Educational technology research and development : ETR & D》1994,42(2):55-62

Eleven leading instructional technology journals were examined to determine the percentage of articles written by women during a five-year period, 1988–1992. In addition, where women were either first or second author, the articles were analyzed to identify their main topic and categorized based on the categories used by Ely (1992) in determining the trends of the field. Results of this study indicate that the percentage of women publishing in journals in instructional technology showed no indication of consistency or trends of increase or decrease over the five-year period and averaged 34%, with an annual mean ranging from 27% to 54%. Content analysis revealed that women's publications in instructional technology journals were primarily of a technological nature in educational contexts.  相似文献   

Primary humanities – a perspective from Northern Ireland     

Richard Greenwood  Norman Richardson  Anita Gracie 《Education 3-13》2017,45(3):309-319

ABSTRACT

The word ‘humanities’ does not appear in the current Northern Ireland Curriculum (NIC). Geography and history are taught within an Area of Learning called ‘The World Around Us’ which also contains science and technology. The curriculum has a strong emphasis on an integrated, ‘connected learning’ way of teaching and learning. Religious Education is a separate subject that stands alongside, rather than within, the NIC, and the curriculum also includes a new Area of Learning – ‘Personal Development and Mutual Understanding’. The distinctive content and modes of teaching which the humanities subjects tend to encourage ought to be seen as particularly important in Northern Ireland – a part of the UK which has endured a complicated past and remains to a large extent segregated, both socially and educationally. This complicated past means that there is often wariness and reluctance on the part of teachers towards tackling controversial personal and social issues in the primary school.  相似文献   

Profiting from technological innovation by others: The effect of competitor patenting on firm value     

Anita M. McGahan  Brian S. Silverman 《Research Policy》2006,35(8):1222-1242

In 1986, Teece proposed a seminal framework for analyzing why innovators may fail to benefit from their innovations. He argued, in part, that firms with the requisite complementary assets can often expropriate an innovator's returns especially when appropriability regimes are weak. In this paper, we explore the implications of this framework from the perspective of an incumbent firm—more precisely, of investors in that firm—facing innovation by established corporate rivals and by inventors from outside its industry. We demonstrate that the financial-market value of publicly traded firms depends on patented innovation by competitors (both established rivals and industry outsiders). Our empirical study generates three main results. First, the financial-market value of an incumbent is negatively associated with “important” patenting by outside inventors. Second, in industries characterized by weak appropriability regimes or by a strong reliance on complementary assets, this relationship is reversed: important patenting by outsiders is positively associated with the incumbent's financial-market value. Third, the effect of outsiders’ patented innovation on the focal incumbent is qualitatively different than that of established rivals’ patented innovation on the incumbent. These results are consistent with implications of Teece [Teece, D., 1986. Profiting from Innovation, Research Policy] and with recently developed models that formalize elements of his framework. More generally, these results support theories about both the market-stealing and spillover effects of innovation.  相似文献   

Connecting science to everyday experiences in preschool settings     

Anita Roychoudhury 《Cultural Studies of Science Education》2014,9(2):305-315

In this paper I discuss the challenges of teaching science concepts and discourse in preschool in light of the study conducted by Kristina Andersson and Annica Gullberg. I then suggest a complementary approach to teaching science at this level from the perspective of social construction of knowledge based on Vygotsky’s theory (1934/1987). In addition, I highlight the importance of the relational aspect of knowing using feminist standpoint theory (Harding 2004). I also draw from feminist research on preservice elementary teachers’ learning of science to further underscore the connection between learning content and everyday experiences. Combining these research strands I propose that science needs to be grounded in everyday experiences. In this regard, the idea is similar to the choices made by the teachers in the study conducted by Andersson and Gullberg but I also suggest that the everyday experiences chosen for teaching purposes be framed appropriately. In and of itself, the complexity of everyday experiences can be impediment for learning as these researchers have demonstrated. Such complexities point to the need for framing of everyday experiences (Goffman 1974) so that children can do science and construct meaning from their actions. In the conclusion of my discussion of science and its discourse in preschool settings, I provide examples of everyday experiences and their framings that have the potential for engaging children and their teachers in science.  相似文献   

Current status of the lateral flow immunoassay for the detection of SARS-CoV-2 in nasopharyngeal swabs     

Anita Somborac Ba ura  Marija Doroti&#x;  Leonarda Gro&#x;i&#x;  Monika Dimbeg  Slavica Dodig 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

Early detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and diagnosis of coronavirus disease 2019 (COVID-19) are priorities during the pandemic. Symptomatic and suspected asymptomatic individuals should be tested for COVID-19 to confirm infection and to be excluded from social interactions. As molecular testing capacity is overloaded during the pandemic, rapid antigen tests, such as lateral flow immunoassays (LFIAs), can be a useful tool as they allow greater test availability and obtain results in a very short time. This short review aims to present the analytical properties of LFIAs in the detection of SARS-CoV-2 in nasopharyngeal swabs. Lateral flow immunoassay is a method that combines thin-layer chromatography and indirect immunochemical sandwich method and allows the detection of a specific SARS-CoV-2 antigen in nasopharyngeal swabs. Swab specimens should be adequately collected and tested as soon as possible. Users should pay attention to quality control and possible interferences. Antigen tests for SARS-CoV-2 show high sensitivity and specificity in cases with high viral loads, and should be used up to five days after the onset of the first symptoms of COVID-19. False positive results may be obtained when screening large populations with a low prevalence of COVID-19 infection, while false negative results may happen due to improper specimen collection or insufficient amount of antigen in the specimen. So as to achieve reliable results, a diagnostic accuracy study of a specific rapid antigen test should be performed.  相似文献   

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers     

Carolyn S. Gosse  Anita S. McGinty  Andrew J. Mashburn  LaVae M. Hoffman  Robert C. Pianta 《Early education and development》2014,25(1):110-133

The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.  相似文献   

Negotiating spaces: the in-betweeness of becoming a teacher     

Anita Sinner 《Asia-Pacific Journal of Teacher Education》2010,38(1):23-37

Pre-service teachers move through multiple learning communities during teacher education programs, arguably emerging as authentic insiders in teaching culture. In this case study, a critical perspective is offered by Ann, a First Nations learner who described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The experiences of pre-service teachers like Ann are often hidden from view, and what they perceive as shortcomings in programming are often unseen within institutional contexts. Ann articulated numerous gaps that still reside within teacher culture despite structures that are in place to address such gaps. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.  相似文献   

Screening of field pea （Pisum sativum） selections for their reactions to root-knot nematode （Meloidogyne incognita）     

Sharma A  Haseeb A  Abuzar S 《Journal of Zhejiang University. Science. B》2006,7(3):209-214

INTRODUCTION Fieldpea (Pisum sativum L.) is one of the im-portant pulse crops of the world and is cultivated over 5.9 million hectares with a production of about 11.7 million tons (Singh, 1983). In India it is grown over 0.7 million hectares yielding about 0.6 million tons (Singh, 1983). Among various obstacles in cultivating this crop, root-knot nematode Meloidogyne incognita (Kofoid & White) Chitwood has been reported to cause severe yield losses of up to 20%~33% (Upadhyay and Dwiv…  相似文献   

Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations     

Ozoliņš  Modris  Stensaker  Bjørn  Gaile-Sarkane  Elῑna  Ivanova  Liene  Lapiņa  Inga  Ozoliņa-Ozola  Iveta  Straujuma  Anita 《Tertiary Education and Management》2018,24(4):338-350

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

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I agree to sit next to you. Does that mean I like you? Measuring using the wrong tapeline – the lack of ‘Social Distance’ measures for inclusive school development and research – a review of the literature          下载免费PDF全文

Anita Gerullis  Christian Huber 《Journal of Research in Special Educational Needs》2018,18(2):124-135

This review provides an overview of definitions and measurements of ‘Social Distance’ and attitudes children without disabilities carry towards children with disabilities. Measures include explicit and implicit approaches but clearly, the ‘Bogardus Social Distance Scale’ (A Social Distance Scale, 1933, 14 May 2014) is the most used scale in research, yet it is outdated. For a deeper look into what impacts children's ‘Social Distance’ in inclusive school settings and in order to find measurable constructs, relevant attitude questionnaires are discussed. To bring long‐used measures and attitudes together, a comprehensive model of ‘Social distance’ is introduced. This model integrates the classical view on ‘Social Distance’ as interaction willingness with feelings associated with this interaction and includes attitudes children carry towards individuals and towards the group the interaction partner is believed to belong to. In summary, this paper shows the need for a more comprehensive and precise measure on how school children really engage with one another.  相似文献