Radiation doctors abused trust in the name of science     

Kiernan V 《New scientist (1971)》1995,148(1999):8

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U.S. bans gene prejudice at work     

Kiernan V 《New scientist (1971)》1995,146(1974):4

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Linking summative assessments? Electronic feedback and feedforward in module design     

Vincent C. H. Tong 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E152-E155

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A study of patent policies in educational institutions,giving specific attention to the Massachusetts Institute of Technology     

Vincent Lee McKusick 《Journal of The Franklin Institute》1948,245(3):193-225

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Telecommunications     

Mitchell L. Moss  William C. House 《Communication Booknotes Quarterly》2013,44(9):99-100

Mitchell L. Moss, ed. Telecommunications and Productivity (Reading, Mass.: Addison-Wesley Advanced Book Program, 1981—price not given)

William C. House, ed. Electronic Communications Systems (Petrocelli Batks, 1101 State Rd–Bldg D, Princeton, N.J. 08540 —$25.00)  相似文献   

Teacher perceptions of a physical education statewide assessment program     

Rink J  Jones L  Kirby K  Mitchell M  Doutis P 《Research quarterly for exercise and sport》2007,78(3):204-215

A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.  相似文献   

Extracting the hydrodynamic resistance of droplets from their behavior in microchannel networks     

Vincent Labrot  Michael Schindler  Pierre Guillot  Annie Colin    Mathieu Joanicot 《Biomicrofluidics》2009,3(1)

The overall traffic of droplets in a network of microfluidic channels is strongly influenced by the liquid properties of the moving droplets. In particular, the effective hydrodynamic resistance of individual droplets plays a key role in their global behavior. Here we propose two simple and low-cost experimental methods for measuring this parameter by analyzing the dynamics of a regular sequence of droplets injected into an “asymmetric loop” network. The choice of a droplet taking either route through the loop is influenced by the presence of previous droplets that modulate the hydrodynamic resistance of the branches they are sitting in. We propose to extract the effective resistance of a droplet from easily observable time series, namely, from the choices the droplets make at junctions and from the interdroplet distances. This becomes possible when utilizing a recently proposed theoretical model based on a number of simplifying assumptions. Here we present several sets of measurements of the hydrodynamic resistance of droplets, expressed in terms of a “resistance length.” The aim is twofold: (1) to reveal its dependence on a number of parameters, such as the viscosity, the volume of droplets, their velocity as well as the spacing between them. At the same time (2), by using a standard measurement technique, we compare the limitations of the proposed methods. As an important result of this comparison, we obtain the range of validity of the simplifying assumptions made in the theoretical model.  相似文献   

Judging addicts: drug courts and coercion in the justice system     

Ojmarrh Mitchell 《Journal of Criminal Justice Education》2018,29(2):310-313

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Student trust in teachers and student perceptions of safety: positive predictors of student identification with school     

Roxanne M. Mitchell  Lisa Kensler  Megan Tschannen-Moran 《International Journal of Leadership in Education》2018,21(2):135-154

This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers, safety and identification with school. Free and Reduced Lunch (a proxy for SES), school level and ethnicity were included as control variables. Two hypotheses guided the study. Hypothesis 1 stated that student trust, safety and identification with school would positively covary. Hypothesis 2 predicted that student trust in teachers and perceptions of safety were school properties that would individually and collectively explain differences among schools in student identification with school. Both hypotheses were confirmed. The results of the hierarchical linear model indicated that student trust in teachers and school safety accounted for 98% of the 22% of variance that exists among schools in student identification. SES, school level and ethnicity were not significant predictors of identification with school. Findings suggest that student trust in teachers and perceptions of safety may significantly contribute to student identification above the effects of SES, ethnicity and school level.  相似文献   

Education and Skills Development in China-Africa Cooperation     

Michael Mitchell Omoruyi EHIZUELEN 《Frontiers of Education in China》2018,13(4):553-600

Education, skills, and the development of an African workforce are at a critical moment. While it is recognized that Chinese firms hire local people, the focus of the debate is more on the position and opportunities for training and advancement. As such, the paper tries to answer the following questions. Does China really contribute to skills development in Africa? Does China employment, education, and skills transfer pattern contribute to Africa’s own structural transformation and benefit African workforce? In attempting to answer these questions, this paper first lays out the current magnitude of demand for skills in Africa and the priorities for education and skills transfer that can successfully address Africa’s skills shortage. Significantly, this will enable researchers and non-researchers to understand the diversity of Chinese firms’ skills transfer patterns and the reasons behind these patterns. In order to present a comprehensive and precise picture as well as understand the context for China and Africa education and skills transfer development, the paper draws from various data collected from diverse sources, including government statistics, firm reports, second-hand academic literature, local and international news media, official government reports, and research studies. The paper suggests that the assessment of skills transfer pattern should not only consider employees’ and employers’ direct interests, but also in the short run, skills transfer should focus on offering short, practical courses to secondary and higher education graduates involving primarily on-the-job training. In the long run, there is a need to change the way employees and students are trained, including curriculum reforms that favor science, technology, engineering, and mathematics. Emphasis should also be placed on critical thinking, problem-solving, discovery, and experiential training.  相似文献