A practical approach for applying online remote experiments: OnPReX     

Sevak Khachadorian  Harald Scheel  Pieter de Vries  Christian Thomsen 《European Journal of Engineering Education》2011,36(1):21-34

The development of Internet technologies stimulates the increase of online technology-supported education in universities. Online learning based on remote experiments is capable of diminishing the scantiness in practical courses. In this paper, we present online practical courses based on remote experiments (OnPReX). These courses consist of online experiments, interactive graphics and an online tutoring-system organised at the Berlin Institute of Technology (TUB). We developed two online practical courses, one focusing on classical and the other on modern physics, for bachelor and intermediate diploma engineering students. Our online practical courses based on remote experiments took place in two test phases during two semesters. These courses were evaluated and the results were used to improve the courses. Our online practical courses on remote experiments have successfully been integrated as electives at the TUB.  相似文献   

Antecedents of Norwegian beginning teachers’ turnover intentions     

Dijana Tiplic  Christian Brandmo  Eyvind Elstad 《Cambridge Journal of Education》2015,45(4):451-474

This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed.  相似文献   

Microfluidic platform for separation and extraction of plasma from whole blood using dielectrophoresis     

Crispin Szydzik  Khashayar Khoshmanesh  Arnan Mitchell  Christian Karnutsch 《Biomicrofluidics》2015,9(6)

Microfluidic based blood plasma extraction is a fundamental necessity that will facilitate many future lab-on-a-chip based point-of-care diagnostic systems. However, current approaches for providing this analyte are hampered by the requirement to provide external pumping or dilution of blood, which result in low effective yield, lower concentration of target constituents, and complicated functionality. This paper presents a capillary-driven, dielectrophoresis-enabled microfluidic system capable of separating and extracting cell-free plasma from small amounts of whole human blood. This process takes place directly on-chip, and without the requirement of dilution, thus eliminating the prerequisite of pre-processed blood samples and external liquid handling systems. The microfluidic chip takes advantage of a capillary pump for driving whole blood through the main channel and a cross flow filtration system for extracting plasma from whole blood. This filter is actively unblocked through negative dielectrophoresis forces, dramatically enhancing the volume of extracted plasma. Experiments using whole human blood yield volumes of around 180 nl of cell-free, undiluted plasma. We believe that implementation of various integrated biosensing techniques into this plasma extraction system could enable multiplexed detection of various biomarkers.  相似文献   

Potenzielle Einflussfaktoren auf Pacing im ausdauersportlichen Wettkampf     

Christian Thiel  Jos J. de Koning  Carl Foster 《Sportwissenschaft》2015,45(4):173-189

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Characteristics impacting on session rating of perceived exertion training load in Australian footballers     

Tania Gallo  Stuart Cormack  Tim Gabbett  Morgan Williams  Christian Lorenzen 《Journal of sports sciences》2015,33(5):467-475

The relationship between external training load and session rating of perceived exertion (s-RPE) training load and the impact that playing experience, playing position and 2-km time-trial performance had on s-RPE training load were explored. From 39 Australian Football players, 6.9 ± 4.6 training sessions were analysed, resulting in 270 samples. Microtechnology devices provided external training load (distance, average speed, high-speed running distance, player load (PL) and player load_slow (PL_slow)). The external training load measures had moderate to very large associations (r, 95% CI) with s-RPE training load, average speed (0.45, 0.35–0.54), high-speed running distance (0.51, 0.42–0.59), PL_slow (0.80, 0.75–0.84), PL (0.86, 0.83–0.89) and distance (0.88, 0.85–0.90). Differences were described using effect sizes (d ±95% CL). When controlling for external training load, the 4- to 5-year players had higher s-RPE training load than the 0- to 1- (0.44 ± 0.33) and 2- to 3-year players (0.51 ± 0.30), ruckmen had moderately higher s-RPE training load than midfielders (0.82 ± 0.58), and there was a 0.2% increase in s-RPE training load per 1 s increase in time-trial (95% CI: 0.07–0.34). Experience, position and time-trial performance impacted the relationship between external training load and s-RPE training load. This suggests that a given external training load may result in different internal responses between athletes, potentially leaving individuals at risk of overtraining or failing to elicit positive adaptation. It is therefore vital that coaches and trainers give consideration to these mediators of s-RPE training load.  相似文献   

Political Pedagogy: Prescriptions for Radical Reform     

E. Christian Anderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):307-310

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Content-Related Interactions in Self-initiated Study Groups     

Karen Christian 《International Journal of Science Education》2013,35(14):2231-2255

The central goal of the present exploratory study was to investigate the nature of the content-related interactions in study groups independently organized by college organic chemistry students. We were particularly interested in the identification of the different factors that affected the emergence of opportunities for students to co-construct understanding and engage in higher levels of cognitive processing. Our results are based on the analysis of in situ observations of 34 self-initiated study sessions involving over a 100 students in three academic semesters. The investigation revealed three major types of social regulation processes, teaching, tutoring, and co-construction in the observed study sessions. However, the extent to which students engaged in each of them varied widely from one session to another. This variability was mostly determined by the specific composition of the study groups and the nature of the study tasks in which they were engaged. Decisions about how to organize the study session, the relative content knowledge and conceptual understanding expressed by the participants, as well as the cognitive level of the problems that guided group work had a strong impact on the nature of student interactions. Nevertheless, group talk in the observed study groups was mostly focused on low-level cognitive processes. The results of our work provide insights on how to better support students' productive engagement in study groups.  相似文献   

Do you want your child to have a certified teacher?     

Christian Andersson  Nina Waldenström 《Economics of Education Review》2011,30(1):65-78

This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities.  相似文献   

Profiles of cognitive precursors to reading acquisition. Contributions to a developmental perspective of adult literacy     

Christian Sebastián  Renato Moretti 《Learning and individual differences》2012,22(5):585-596

This article discusses conceptual and empirical elements concerning the development of cognitive processes that function as precursors of reading, and their association with the acquisition of reading skills in an adult population participating in literacy courses. It connects emergent literacy research with historical–cultural and bioecological concepts. Subsequently, it focuses on the problem of the development of profiles of cognitive reading precursors. A sample of 63 Chilean adults was studied through a growth/learning curves approach. The study replicated previous results indicating the existence of three major profiles of these cognitive precursors. Together, these precursors are associated with significantly different learning curves beyond the effect of each precursor considered separately. In addition, it established a negative association between initial phonological awareness and the rate of reading acquisition during the course. It has been claimed that an individual's participation in specific cultural activities throughout his/her life influences the development of the precursors of reading. Based on a complementary biographical study of a subsample of participants, preliminary evidence is presented that supports this link.  相似文献   

Le Sport et la Guerre XIXe – XXe siècles     

Christian Vivier 《国际体育史杂志》2013,30(8):930-931

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