Introduction of Molecular Methods into a Food Microbiology Curriculum     

Aaron M. Pleitner  Susan R. Hammons  Emily McKenzie  Young‐Hee Cho  Haley F. Oliver 《Journal of Food Science Education》2014,13(4):68-76

Maintaining current, relevant curriculum in undergraduate Food Microbiology courses is essential for training future experts in food quality and safety. Having an understanding of the fundamental techniques (for example, polymerase chain reaction [PCR]) that are used in the food industry and regulatory agencies is critical for students entering the workforce. The purpose of this study was to assess the efficacy of integrating molecular methods into an undergraduate Food Microbiology course in both lecture and laboratory settings. Modules on PCR and pulsed‐field gel electrophoresis (PFGE), both of which are currently used by government agencies and the food industry to investigate the presence and persistence of foodborne pathogens, were developed, introduced, and evaluated among 269 students over 4 y. Multiple teaching and learning styles were incorporated through (i) traditional lecture format on the basics of PCR and PFGE; (ii) hands‐on group activities to build upon the lecture instruction; (iii) performing PCR and PFGE in the laboratory; and (iv) group discussions to analyze results from laboratory exercises. Pre‐ and postinstruction evaluations revealed significant increases in understanding and application of both methods in lecture and laboratory settings as demonstrated by 0.60 and 0.51 mean normalized gains for respective PCR and PFGE lectures and 0.50 and 0.56 mean normalized gains in respective labs. Academic year significantly impacted score improvement, potentially due to hidden factors, such as previous exposure to material and student aptitude. This study provides the platform for successful introduction of molecular techniques in an undergraduate Food Microbiology course. The guidelines and materials developed by our group are publicly available for use by other institutions.  相似文献   

Experimental intervention research on students with specific poor comprehension: a systematic review of treatment outcomes     

Sung Hee Lee  Shu-Fei Tsai 《Reading and writing》2017,30(4):917-943

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.  相似文献   

关于互联网对中学生思想品德影响的调查报告     

黎嘉敏 《教育导刊》2002,(5):29-31

互联网对中学生思想品德的影响越来越引起社会的关注.我们从学生看新闻、交朋友情况,对色情内容的处理,对电脑游戏的看法以及互联网对学生个性的影响等方面进行调查分析,认为学生利用互联网总体是健康的,教育工作者要转变观念,支持鼓励学生使用.同时要开展网络文明教育,帮助学生提高选择能力和免疫力.  相似文献   

Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*     

Nancy Butler Songer  Hee‐Sun Lee  Rosalind Kam 《科学教学研究杂志》2002,39(2):128-150

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002  相似文献   

Evaluation of Korean information infrastructure policy 2000–2010: Focusing on broadband ecosystem change     

Dong-Hee Shin  Sang Hee KweonAuthor vitae 《Government Information Quarterly》2011,28(3):374-387

South Korea has been very active in broadband development for the last decade, which has made major strides in its development. This study evaluates the evolution of Korea's broadband development from the year 2000 to the present day. Historic and archival data related to Korean broadband projects are reviewed in this paper, drawing on broadband ecosystem as a framework for assessment. The purpose of this study is to provide insight into challenges and create a prospectus by offering a socio-technical analysis of broadband development. This will involve the in-depth investigation of the social dynamics, political discourse, and technological choices inherent in the design and development of the next generation of networks. Despite active investment and proactive drive, uncertainty still remains surrounding the evolution of broadband and what impact it may have on the new broadband milieu in Korea. This study will offer an effective adoption/diffusion strategy as well as a viable information policy model for more advanced infrastructure in other countries.  相似文献   

自动化集装箱码头监控系统设计     

陈加敏  薛士龙  张宁  曹金虎 《上海海事大学学报》2011,32(3):16-19

为实现集装箱码头的自动化运转,在构建轨道式港口集装箱码头物理模型的基础上,采用西门子PLC设计自动化集装箱码头监控系统,运用Step 7编写自动装卸船程序、点动控制程序、复位程序、异常处理程序以及应急程序等.同时,在Visual Basic 6.0开发环境下设计监控系统的人机界面,并通过工业以太网实现上位机与PLC的实...  相似文献   

中国工业减污降碳协同效应及其影响机制     

陈晓红  张嘉敏  唐湘博 《资源科学》2022,44(12):2387-2398

工业是大气污染物和CO₂排放的主要部门,也是国家推行减污降碳协同增效的主力军。本文基于2011—2019年中国工业省际面板数据,运用固定效应模型、并行多重调节模型分析工业减污降碳协同效应及其影响机制。研究表明：①中国工业存在明显的减污降碳协同效应,即在大气污染物排放当量减少的同时会显著促进碳排放量的减少;②能源效率、能源消费结构、产业结构和投资规模是影响协同效应的重要调节变量,其中能源效率对减污降碳协同效应呈正向调节效应,而能源消费结构、产业结构和投资规模对协同效应呈负向调节效应;③东部、中部和西部地区工业减污降碳协同效应及影响机制差异明显,不同调节因素对协同效应的影响程度也存在明显的区域异质性,其中产业结构因素对各地区协同效应均产生较强的调节效果。最后,本文从能源结构调整、产业结构优化、能源效率提升和区域差异化策略等方面提出工业减污降碳协同增效建议。  相似文献   

国际企业组织惰性、竞合行为与创新绩效     

张佳敏  薛晋洁 《科研管理》2022,43(8):140-147

   随着经济全球化,愈来愈多的企业在国际范围内建立竞合关系以应对市场需求的多样化。然而,仍有企业不愿改变组织内部原有的行为模式,导致创新绩效降低。为此,本文采用竞合视角以103家国际企业为研究对象,利用层次回归分析着重探讨竞合行为对创新绩效的作用及其对组织惰性与创新绩效间的调节作用。研究发现：（1）国际企业的组织惰性（洞察力、行为、心理惰性）对创新绩效有负向影响,其中心理惰性的影响最大。（2）竞合行为负向调节组织惰性、洞察力惰性与创新绩效的关系。（3）国际企业的竞合行为对创新绩效（产品创新、工艺创新）有正向影响。  相似文献   

韩国瑞吉欧方案教学发展简述     

金恩姬 《幼儿教育》2007,(18)

自1994年韩国首次应用瑞吉欧方案教学以来,瑞吉欧方案教学已经在韩国发展了十几年,在儿童发展、教师专业成长、家园合作等方面促进了韩国学前教育的发展。但在本土化的过程中,韩国瑞吉欧方案教学面临着新的挑战,需要韩国社会的进一步支持。中、韩两国分享瑞吉欧课程发展经验,有利于两国学前教育的发展。  相似文献   

Structured Constructs Models Based on Change‐Point Analysis          下载免费PDF全文

Hyo Jeong Shin  Mark Wilson  In‐Hee Choi 《Journal of Educational Measurement》2017,54(3):306-332

This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum.  相似文献