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41.
Muhammad Azeem Ashraf Shuiyun Liu Hafiza Iqra Ismat Samson Maekele Tsegay 《Frontiers of Education in China》2017,12(3):414-435
This study aims to find factors linked to university choice in China that work for or against students’ access to higher education. China has undertaken many reforms in the past two decades and has rapidly expanded its higher education system. The transition from a sequential to a parallel mechanism for students to select universities is a significant change in the admission process. The expansion of higher education increased the number of high school graduates who dream of going to top-ranked Chinese universities. With this dream, students start preparing themselves for higher education during basic education. Despite the increase in top-ranked universities, the issues such as school education, familial expectations, choices of city and of major have a significant impact on students’ choice of university. 相似文献
42.
This paper reports the results of a study that examined Arabic-speaking children’s interaction with the International Children’s Digital Library (ICDL). Assessment of the ICDL to Arabic-speaking children as a culturally diverse group was grounded in “representations” and “meaning” rather than in internationalization and localization. The utility of the ICDL navigation controls was judged based on the extent it supported children’s navigation. Most of the ICDL representations and their meanings were found to be highly appropriate for older children but inappropriate for younger ones. The design of the ICDL navigation controls was supportive of children’s navigation. Recommendations for assessing the cross-cultural usability of the ICDL are made and suggestions for system design improvements are provided. 相似文献
43.
Umar Safdar Yuosre F. Badir Bilal Afsar 《The Journal of High Technology Management Research》2017,28(1):79-92
Knowledge source selection is a complex phenomenon that is often addressed from an organizational viewpoint; however, we know little about knowledge-seeking practices at the individual level. We examined knowledge sourcing in new product development (NPD) teams at the micro-level through the lens of psychological safety (PS). We investigated 1345 individuals at 85 software development teams in Pakistan to demonstrate how different levels of PS affected knowledge sourcing from three groups: within the team; within the organization; and outside the organization. Our results showed that individuals with high PS levels were more inclined to consult fellow team members and individuals with low PS levels were more likely to choose external sources. We also examined how the diversity of a team's composition affected the relationship between psychological safety and knowledge source selection. We explored the implications of these findings for managerial practice. 相似文献
44.
Missing data is a common occurrence in survey-based research studies. However, the issue of missing data in Management Information Systems (MIS) literature has been overlooked, unlike the case in other disciplines such as Psychology, Marketing, Statistics, and Operations Management. The aim of this paper is to narrow this gap in the MIS field by investigating how MIS researchers address issues of missing data. This paper briefly outlines the causes of missing data in survey-based research as well as the common remedial techniques available to researchers. The paper also reviews how the common statistical software programs namely PASW (SPSS), SAS, LISREL, AMOS, EQS, and PLS handle missing data. It summarizes the common missing data remedial techniques and procedures and outlines how the presence of missing data affect sample size, statistical power, parameter estimates, ability to cope with different missing data patterns, and ease of implementation. Following that is a review of 749 survey-based research articles published between 1990 and 2010 in nine mainstream MIS Journals. The results reveal that researchers rarely report, explicitly, the presence or treatment of missing data and that when they do – they tend to use the least accurate techniques of listwise and pairwise deletion. The research concludes with recommendations that include a call for editorial policies that encourage the reporting of missing data, the reporting of the chosen missing data treatment techniques as well as the justifications for the techniques adopted by the researchers. The authors assert, based on the research, that following these recommendations will affect the rigor and quality of MIS survey-based research. 相似文献
45.
Servin Yeşil Günal Bilal Üstündağ Ali İhsan Günal 《Indian journal of clinical biochemistry : IJCB》2013,28(4):390-395
The aim of this study is to evaluate the oxidative stress in predialysis, hemodialysis (HD) and peritoneal dialysis patients and to test the effects of antihypertensive drugs and volume control on oxidative stress parameters. The study was composed of five groups as follows: control group (n = 30), predialysis group (n = 30), peritoneal dialysis group (n = 30), hemodialysis group, (normotensive with strict volume control, n = 30), hemodialysis group (normotensive with medication, n = 30). Plasma malondialdehyde (MDA), erythrocyte superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GSHPx) and routine biochemical parameters were studied in all patients. Hemodialysis patients with strict volume control (HDvc) had lower levels of MDA than other patient groups (p < 0.001), and CAT, SOD values had highest level other patient groups (p < 0.001). The treatment of hypertension with strict volume control in chronic renal failure patients causes less damage to the antioxidant capacity. 相似文献
46.
Christina Siry Gail Horowitz Femi S. Otulaja Nicole Gillespie Ashraf Shady Line A. Augustin 《Cultural Studies of Science Education》2008,3(2):451-470
We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we
consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of
this research, we consider the role of participants in the research process and contextual factors in conducting research
on science conceptions, and draw implications for the teaching of science.
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
| Christina SiryEmail: |
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
47.
Ashraf Kagee Joseph L. Price 《International journal for the advancement of counseling》1994,17(2):91-99
In this paper the authors argue that Euro-American mainstream models of psychological intervention have limited value in the context of South African apartheid. Given the unique nature of political oppression and economic disparity, apartheid in South Africa is a contributing etiological factor in the onset of psychological difficulties. The case is made that counselling and psychotherapy must go beyond merely dealing with intrapsychic phenomena, toward a mandate to address political, economic and social variables which influence behavior. Reformulations have occurred in the nature and form of apartheid resulting in a dynamic political and economic system that promises further shifts in the future. Given the undeniable delay between legal and political change on one hand, and the fundamental transformation of South Africa from a position of racism and violence to a democratic, non-racial society on the other hand, the search for alternative psychological intervention models will remain an imperative. 相似文献
48.
Disturbance rejection in nonlinear uncertain systems is a challenging issue especially when the sensor noise cannot be eliminated by low pass filtering. Fuzzy relational models (FRM) can effectively represent the sensor noise in the fuzzy control signal. Due to the large amount of sensor noise there will be huge actuator movement. In most of the cases the actuator movement is in response to the noise and not due to the set-point change. Conditional defuzzification is employed to reduce the control activity. The amount of control activity depends on the threshold level of the conditional defuzzification scheme. A novel scheme has been presented in this paper which can significantly reduce the actuator movement due to noise by adapting the conditional defuzzification threshold. Effective disturbance rejection can be achieved if the controller is modeled as an exact inverse of the plant model. The controller is a fuzzy relational model which develops the inverse plant model by incorporating feedback error learning. Sensitivity analyses have been carried out which demonstrate the efficiency of the proposed methodology. 相似文献