The Scientific Manpower Shortage and Its Implications for the Engineering Technician     

Merrill  John 《Education, IRE Transactions on》1960,3(1):3-10

Some of the background of the present scientific manpower shortage is reviewed. Utilization as an important aspect of engineer efficiency is discussed. With this setting, the engineering technician's complementary function with the engineer is introduced. The limited availability of technicians is cited. A discussion of the stepping-stone aspect of the technician job, an area worth consideration because of its ramifications, is presented and the concept of a four-year program for engineering technicians is shown to have significant value in coping with several phases of technician training. Four areas of study and investigation are suggested that can contribute to solution of the overall need of increased scientific manpower through increased utilization. Utilization would be improved by the proper preparation of an adequate number of engineering technicians.  相似文献   

Assessing students' ability to trace matter in dynamic systems in cell biology   总被引：1，自引：1，他引：0  

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

VISUAL FEEDBACK IN WORD ACQUISITION BEHAVIOUR IN MODERATELY RETARDED SUBJECTS     

Merrill Jackson 《International Journal of Disability, Development & Education》1974,21(3):155-163

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Components of instruction toward a theoretical tool for instructional design   总被引：1，自引：0，他引：1  

Merrill  M. David 《Instructional Science》2001,29(4-5):291-310

This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures.  相似文献   

Speech perception and speech production as indicators of reading difficulty     

Yolanda V. Post  Barbara R. Foorman  Merrill Hiscock 《Annals of dyslexia》1997,47(1):1-27

In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading.  相似文献   

Attitude films and attitude change     

Irving R. Merrill 《Educational technology research and development : ETR & D》1962,10(1):3-13

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Distance education in South Africa     

M. David Merrill 《Educational technology research and development : ETR & D》2001,49(3):123-125

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Reflection‐Impulsivity in Retarded Adolescents and Non‐retarded Children     

Merrill S. Jackson  Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232

This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978).  相似文献   

The elaboration theory of instruction: A model for sequencing and synthesizing instruction   总被引：1，自引：2，他引：1  

Charles M. Reigeluth  M. David Merrill  Brent G. Wilson  Reginald T. Spiller 《Instructional Science》1980,9(3):195-219

This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions.  相似文献   

Physiological efficiency of constant power output at varying pedal rates     

E.G. Merrill  J.A. White 《Journal of sports sciences》2013,31(1):25-34

Abstract

The study investigated the absolute and relative (% maximal) physiological demands of constant power output at three pedal rates chosen to incorporate the range used by racing cyclists. Following the assessment of maximal exercise capabilities utilizing a recently developed racing cycle ergometry system, ten highly trained racing cyclists undertook a randomized sequence of work bouts at low (70.0 ± 1.1), medium (94.8 ± 0.8) and high (126.5 ± 1.1) pedal rates per minute at constant power output under an unloaded (free wheel) condition and under a loaded (196.2 ± 8.0 W) condition which demanded approximately 75% VO₂ max. In both the unloaded and loaded conditions absolute cardiorespiratory demands of work at the highest pedal rate were significantly higher than those at the low and medium pedal rates (P<0.05). Similarly, the relative (% max) cardiorespiratory demands of unloaded work at the highest pedalling rate were significantly greater that at low and medium pedal rates (P < 0.05). There were clear, but nonsignificant trends of elevated relative cardiorespiratory demands during loaded work at the highest pedal rate, compared with low and medium pedal rates. Furthermore, net muscular efficiency demonstrated a significant decline (P<0.01) at the highest pedalling rate (21.2%) compared with the medium (24.0%) and low (25.6%) pedalling rates, confirming that metabolic economy of constant power output declined with increased pedalling rate under simulated racing cycling conditions.  相似文献