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121.
Koray Özpolat Yuwen Chen Doug Hales Degan Yu Mehmet G. Yalcin 《Decision Sciences Journal of Innovative Education》2014,12(4):269-285
Business students appreciate working on classroom projects that are both enjoyable and useful in preparing them for future careers. Promoting competition among project teams is also used as a method to motivate students. The Humanitarian Logistics Project (HLP) teaches undergraduate students the logistical implications of unsolicited material donations in disaster relief. To encourage competition, students are organized into teams of three and tasked with designing humanitarian public service announcements (PSAs) that improve their understanding of humanitarian issues in the general public. These announcements are then submitted to the national PSAid (Public Service Announcements for International Disasters) contest for American college students. The exercise is rigorous because it requires students to collect logistical data and use it to communicate the principle of smart compassion to the public in a creative fashion. Moreover, not only do students learn about topics related to humanitarian logistics by competing with other college students nation‐wide, but also do they make a socially responsible contribution to the public. Analysis of survey data shows that students’ learning outcomes from the HLP are significantly greater than those for other supply chain topics covered in class, and that student satisfaction with the HLP is high. 相似文献
122.
Serap Cuhadar Mehmet Koseoglu Aysenur Atay Ahmet Dirican 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(1):70-77
Introduction:
Optimal storage of serum specimens in central laboratories for a long period for multicenter reference interval studies, or epidemiologic studies remains to be determined. We aimed to examine the analytical stability of chemistry analytes following numerous freeze-thaw and long term storage.Materials and methods:
Serum samples were obtained from 15 patients. Following baseline measurement, sera of each subject were aliquoted and stored at −20 °C for two experiments. A group of sera were kept frozen for up to 1, 2 and 3 months and then analyzed for stability. The other experiment consisted of one to ten times of freeze and thaw cycles. Total of 17 chemistry analytes were assayed at each time point. The results were compared with those obtained from the initial analysis of fresh samples. Median or mean changes from baseline (T0) concentrations were evaluated both statistically and clinically according to the desirable bias.Results:
Of the analytes studied, aspartate aminotransferase (AST), alanine aminotransferase (ALT), creatine kinase (CK), gamma-glutamyl transferase (GGT), direct bilirubin, glucose, creatinine, cholesterol, triglycerides, high density lipoprotein (HDL) were stable in all conditions. Blood urea nitrogen (BUN), uric acid, total protein, albumin, total bilirubin, calcium, lactate dehydrogenase (LD) were changed significantly (P < 0.005).Conclusions:
As a result, common clinical chemistry analytes, with considering the variability of unstable analytes, showed adequote stability after 3 months of storage in sera at −20 °C, or up to ten times of freeze-thaw cycle. All the same, such analysis can only be performed for exceptional cases, and this should be taken into account while planning studies. 相似文献123.
This paper reports: (i) the relationship between certain psychological factors (i.e. field dependence/field independence, convergence/divergence and working memory capacity); and (ii) the effect of these factors on the performance of the grid-type of questions and of word association tests in biological concepts. 相似文献
124.
There is an acknowledged problem with high non-completion rates of PhDs in the UK. Studies show that one of the major reasons for this is deficiencies in the supervision received. However, the unique and one-to-one nature of student/supervisor relationships makes it difficult to investigate the extent of these deficiencies. This article proposes a framework to evaluate the supervision requirements from the students' perspective. The supervision is divided into three elements: personal, indirect research-related and direct research-related help. The perceived short falls between expected and provided supervision for each element are then identified. A questionnaire survey is designed to act both as a test of the framework and to assess supervision requirements and their provision for PhD students in the construction management and engineering discipline in the UK. In addition, the student population is characterized and selected attributes; age, sex, industrial experience, full- or part-time status, nationality and funding sources, are compared with their supervision requirements. The results showed that the biggest discrepancy between expected and provided supervision was in direct research-related help. The framework is most valuable at individual level and for the framework to be effective communication is seen as being critical. 相似文献
125.
A bulk of research has shown strong relationships between metacognition, creative thinking, autonomy support, and self-efficacy among teachers. However, we could not find research with a large sample of teachers exploring the mediating effects of creative thinking and metacognition on the relationship between autonomy support and self-efficacy. A need for a novel structural equation model (Covariance-based) underlying psychological rationality of said relationships was deemed actual. To that end, firstly the effects of teachers' autonomy support (opportunity and decision-making) on teachers' creative thinking, metacognition, and self-efficacy were tested. Then, the mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy were explored. A simple random-sampling method was utilized to gather 787 teachers' data. The results revealed that decision-making and autonomy opportunity predicted creative thinking, metacognition, and self-efficacy positively and meaningfully. Subsequently, creative thinking as well as metacognition had mediating effects on the effects of autonomy opportunity and decision-making on self-efficacy. In closing, for boosting teachers' skills in autonomy support and self-efficacy, attention should be given to fostering their creative thinking as well as metacognition. The study provides implications and suggestions for research on school psychology and improvement. 相似文献
126.
Kalyenci Damla Metin &#;ermin Ba&#;aran Mehmet 《Education and Information Technologies》2022,27(4):4685-4708
Education and Information Technologies - This research aims to develop a valid and reliable test to determine the coding skill levels of 5–7 years old children in early childhood.... 相似文献