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排序方式： 共有112条查询结果，搜索用时 15 毫秒
71.
Peter Gorm Larsen Erik Lasse Kristiansen Jens Bennedsen Kim Bjerge 《European Journal of Engineering Education》2017,42(6):1076-1096
In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called ‘Conceptual Design and Development of Innovative Products’ (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life. 相似文献
72.
Larsen Ingvild Marheim Hofsøy Mai-Lin Yuan Zheng Ørvim Aasen Petter 《Tertiary Education and Management》2020,26(3):311-327
Tertiary Education and Management - Performance agreements in higher education are seen as a promising steering tool in many countries, including Norway. The aims of the performance agreements in... 相似文献
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74.
Emil List Larsen Henrik Enghusen Poulsen Cristina Michaelsen Laura Kofoed Kjær Mark Lyngbæk Emilie Skytte Andersen 《Journal of sports sciences》2020,38(18):2080-2091
ABSTRACT
Acute and adaptive changes in systemic markers of oxidatively generated nucleic acid modifications (i.e., 8-oxo-7,8-dihydro-2?-deoxyguanosine (8-oxodG) and 8-oxo-7,8-dihydroguanosine (8-oxoGuo)) as well as inflammatory cytokines (i.e., C-reactive protein, interleukin-6, interleukin-10, and tumour necrosis factor alpha), a liver hormone (i.e., fibroblast growth factor 21 (FGF21)), and bone metabolism markers (sclerostin, osteocalcin, C-terminal telopeptide, and N-terminal propeptide of type 1 procollagen) were investigated following a marathon in 20 study participants. Immediate changes were observed in inflammatory cytokines, FGF21, and bone metabolism markers following the marathon. In contrast, no immediate changes in urinary excretion of 8-oxodG and 8-oxoGuo were evident. Four days after the marathon, decreased urinary excretion of 8-oxodG (-2.9 (95% CI -4.8;-1.1) nmol/24 h, P < 0.01) and 8-oxoGuo (-5.8 (95% CI -10.3;-1.3) nmol/24 h, P = 0.02) was observed. The excretion rate of 8-oxodG remained decreased 7 days after the marathon compared to baseline (-2.3 (95%CI -4.3;-0.4) nmol/24 h, P = 0.02), whereas the excretion rate of 8-oxoGuo was normalized. In conclusion marathon participation immediately induced a considerable inflammatory response, but did not increase excretion rates of oxidatively generated nucleic acid modifications. In fact, a delayed decrease in oxidatively generated nucleic acid modifications was observed suggesting adaptive antioxidative effects following exercise. 相似文献
75.
This study investigated the relationship between multiple predictors of academic achievement, including course experience,
students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school
grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all
of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean
level differences between subgroups of students. A structural equation model showed that surface and strategic approaches
to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA
were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic
performance is both indirectly affected by the learning context as experienced by the students and directly affected by the
students’ effort, prior performance and approaches to learning. 相似文献
76.
Steve Graham Karen R. Harris Lynn Larsen 《Learning disabilities research & practice》2001,16(2):74-84
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs, (c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies. Many students with LD experience difficulties mastering the process of writing. We examine how schools can help these children become skilled writers. Six principles designed to prevent as well as alleviate writing difficulties are presented. These include providing effective writing instruction, tailoring writing instruction to meet each child’s needs, intervening early to provide additional assistance, expecting that each child will learn to write, identifying and addressing academic and nonacademic roadblocks to writing, and deploying technological tools that improve writing performance. The mn was sneB[translation:“The man was scared.”[ I think theu shold no how to speek differint langwges. If theu go to like dutch countri sombodie might ask them something theu cold have two kinds of langage 相似文献
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79.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献
80.
This study addresses deaf pupils' conceptions of phenomena, that can be directly observed, of the Earth and sky. In the study deaf pupils aged 7, 9, 11, and 17 years were interviewed. A control group of 9-year-old Norwegian pupils with normal hearing was also interviewed. The results show that the young deaf children have conceptions that are remarkably like the scientifically accepted ones, when their age is taken into account, while this is not the case for the oldest groups. Four out of five deaf 7-year-olds, for example, thought the Earth was spherical, not flat; while only five out of eight deaf 17-year-olds thought the same for shapes of the heavenly bodies. Possible reasons for this are discussed. The results also indicate that the shapes of the signs representing objects may affect deaf people's conceptions of those objects. 相似文献