Book Reviews     

Peter R.W. Gerritsen  William M. Rivera  Sarah Bottomley 《The Journal of Agricultural Education and Extension》2013,19(4):433-437

Abstract

This study was designed to determine the value of the Southern Region Cooperative Extension Program Leadership Network in the United States. Of particular interest was determining the value added by the network for individual extension administrators, their state organizations, and the southern region. The researchers conducted a series of focus groups and an electronic survey of the members of the Southern Region Cooperative Extension Program Leadership Network to determine the value of the network. The Program Leadership Network was found to provide great value for the vast majority of study participants at the individual, team, and organizational levels. This value included enhancing individual performance, encouraging critical thinking, catalyzing best practices, providing opportunities for leadership and skill development, enhancing the relationship between extension programmes, and serving as a think tank for regional and national initiatives. Extension and programme administrators in other regions and countries should examine leadership networks to determine if they are adding value to extension work. Development of a network similar to the Southern Region Cooperative Extension Program Leadership Network could improve individual, team, and organizational effectiveness. This is especially true for enhancing multistate, regional, and national programming. Extension systems and workers will find value in this study since the results indicate that networking of extension workers enhances personal, team, and organizational performance. A secondary value includes the increased number of multistate, regional, and national coordination of extension programming efforts.  相似文献   

Access of the Poor to Agricultural Services: The Role of Farmers’ Organizations in Social Inclusion,Bulletin 376, edited by Bertus Wennink,Susanne Nederlof,and Willem Heemskerk. Published by The Royal Tropical Institute (KIT), Amsterdam, 2007, ISBN 9789068326420, 160 pp., paperback, [euro] 25.00.     

William M. Rivera 《The Journal of Agricultural Education and Extension》2013,19(4):359-363

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Using the Flipped Classroom Model in Your Library Instruction Course     

Eduardo Rivera 《The Reference Librarian》2013,54(1):34-41

In the flipped classroom model, the pedagogical paradigm is reversed and the students learn the class lesson at home and do homework in class. Although much of the focus of the flipped model has been on the secondary education level, this model could be a viable way to teach library instruction sessions to college-level students as well as a way to preserve scarce class time. This article examines a project that was done at LIU Post, where an instructor of the Library Competency Workshop course flipped the classroom and compared test results to sections where the class was run in a traditional lecture classroom model as well as the experiences on how the instructor flipped the classroom.  相似文献   

A TECHNICAL COLLEGE'S RESPONSE TO THE NEED FOR INTERNATIONALIZING EDUCATIONAL PROGRAMS AND SERVICES     

Rick L. Garrett  Douglas P. Macdonald  Carey Rivera 《Community College Journal of Research & Practice》2013,37(7):627-636

Part of the mission of the American Association of Community Colleges addresses the need for a curriculum emphasis on international and intercultural education (Wismer, 1994, p. 77). Considering that (a) 2‐year colleges exist primarily to prepare students for jobs, (b) many American businesses operate in an international environment, and (c) a growing proportion of companies in the United States are foreign affiliated, the internationalization of our curriculums is necessaryforthe fulfillment of institutional missions of preparing the workforce for businesses. However, to fully internationalize college programs and services, the focus must be on more than courses and curriculums. The everyday life of college students, faculty, and staff must present evidence of cultural diversity. Internationalization, therefore, must be infused at every level of college activity. Such an infusion is occurring at Florence‐Darlington Technical College in Florence, South Carolina. There are four broad categories within which activities are planned or are underway: (a) resource development, (b) awareness development and information dissemination, (c) faculty and staff development, and (d) curriculum development. The importance of the need for this South Carolina college to undertake internationalizing initiatives is underscored by the multicultural business environment that exists in the state. For many years, international investment has created record levels of new employment opportunities for South Carolinians and has contributed significantly to statewide economic and industrial growth. The economic impact of international business in the state is apparent. However, there is also a cultural impact that is less obvious, yet profound. These factors present some definite implications for the need to internationalize technical college programs and services.  相似文献   

Biochemical Basis of Heterogeneity in Acute Presentations of Propionic Acidemia     

Seema Pavaman Sindgikar  Suchetha Rao  Rathika D. Shenoy  Nutan Kamath 《Indian journal of clinical biochemistry : IJCB》2013,28(1):95-97

Propionic acidemia (PA), an uncommon organic acidemia has varied clinical and metabolic presentation causing difficulty and delay in the diagnosis. We report a case of PA in an infant who presented with failure to thrive, acute encephalopathy due to severe hyperammonemia without acidosis and fungal sepsis. The biochemical basis of severe hyperammonemia is discussed.  相似文献   

Can young infants add and subtract?     

Wakeley A  Rivera S  Langer J 《Child development》2000,71(6):1525-1534

Three experiments (N = 68), using Wynn's procedure, tested 5-month-old infants' looking time reactions to correct and incorrect results of simple addition and subtraction transformations. The aim was to investigate both the robustness and the parameters of infants' arithmetic competence. Experiments 1 and 2 (N = 44) were replications of Wynn's first two experiments in which infants were shown addition (1 + 1 = 1 or 2) and subtraction (2 - 1 = 1 or 2) requiring imprecise calculation. Experiment 3 (N = 24) was a subtraction counterpart (3 - 1 = 1 or 2) to Wynn's third experiment requiring precise calculation of addition (1 + 1 = 2 or 3). Unlike Wynn, we found no systematic evidence of either imprecise or precise adding and subtracting in young infants. Our results, together with the mix of both positive and negative findings from other studies of infant arithmetic, suggest that infants' reactions to displays of adding and subtracting are variable and, therefore, that infants' numerical competencies are not robust. This conclusion is consistent with previous findings indicating that simple adding and subtracting develops gradually and continuously throughout infancy and early childhood.  相似文献   

Science-based laboratory comprehension: an examination of effective practices within traditional,online and blended learning environments     

Jennifer Hall Rivera 《Open Learning》2016,31(3):209-218

An increase in online education is causing science educators to evaluate student cognitive understanding after completing virtual, computer-simulated laboratories. Online education has demonstrated comparable learning gains when analysed to those of the traditional classroom, but research is mixed when reviewing students’ ability to manipulate tangible laboratory equipment after participating in online experimentation. The question remains, are students who are exclusively enrolled in online science courses equipped with the cognitive ability to operate laboratory equipment within a physical laboratory? When considering the optimal learning environment for science majors, educators have discovered the blended classroom may provide the perfect opportunity to combine the benefits of face-to-face instruction and feedback with the reinforcement of scientific theory through technology integration. New advances in virtual education provide promising examples of enhancing the online classroom laboratory in all scientific disciplines. Further insight into the blended classroom has the potential to influence the field of education towards an optimal learning environment for science majors in colleges and universities.  相似文献   

Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application     

Gary Blau  Tony Petrucci  Michael Rivera  Rujuta Ghate 《Decision Sciences Journal of Innovative Education》2019,17(1):76-98

Team‐based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class‐related group projects is important. This study explored using a mobile application (app) called DevelapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real‐time peer‐based feedback during a 5‐week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real‐time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5‐week period. Results showed that two of the three team‐level process outcomes, team trust and team commitment (but not team value‐goal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender‐based positive, but not negative, feedback scales had a significant impact on all three team‐level process outcomes.  相似文献   

Accounting for Students’ Schemes in the Development of a Graphical Process for Solving Polynomial Inequalities in Instrumented Activity     

Ferdinand D. Rivera 《Educational Studies in Mathematics》2007,65(3):281-307

This paper provides an instrumental account of precalculus students’ graphical process for solving polynomial inequalities. It is carried out in terms of the students’ instrumental schemes as mediated by handheld graphing calculators and in cooperation with their classmates in a classroom setting. The ethnographic narrative relays an instrumental sociogenetic account of mathematical knowledge construction and foregrounds a progressive evolution of mathematical knowledge from the concrete to the abstract phase.  相似文献   

Destination unknown: An exploratory study of full-time faculty off the tenure track     

Roger G. Baldwin  Jay L. Chronister  Ana Esther Rivera  Theresa G. Bailey 《Research in higher education》1993,34(6):747-761

The source of data in this study is the 1989 National Survey of Faculty by the Carnegie Foundation for the Advancement of Teaching.  相似文献