A configural analysis of differences among higher education consortia     

Diane Maynard  Edgar Sagan  David Larimore 《Research in higher education》1974,2(1):89-97

In order to plan appropriate cooperative programs for particular higher education consortia, it is necessary to identify the characteristics of these organizations. The spatial configuration technique was used to illustrate the impact of eleven variables of the member institutions in differentiating among four consortia. Six of the variables — Control, Highest Degree Awarded, Percentage of Males, Math SAT Scores, Conventional Orientation, Scientific Orientation, and Endowment — were found to be significant in differentiating among the consortia. It was concluded that the spatial configuration technique was an effective way of visually comparing those consortia composed of member institutions, which as groups had similar and dissimilar characteristics.  相似文献   

Assessing Millennials in College‐Level Fashion Design Studios: A Study of Evidence‐Based Practice     

Doris H. Kincade  Windi D. Turner  Oscar J. Solis  Elizabeth H. Dull 《The International Journal of Art & Design Education》2019,38(1):47-59

Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.  相似文献   

Rabbit nictitating membrane conditioning: Lower limit of the effective interstimulus interval     

W. Ronald Salafia  Richard W. Lambert  Karen C. Host  Nicolas L. Chiaia  Julio J. Ramirez 《Learning & behavior》1980,8(1):85-91

In three experiments, the nictitating membrane response of rabbits was conditioned for 10 daily sessions at interstimulus intervals (ISIs) ranging from 48 to 125 msec, followed by a shift to 250 msec for 5 days. At tested ISIs shorter than 67 msec, there was no evidence of conditioning, and postshift performance revealed neither facilitation nor interference as a result of the first 10 conditioning sessions. Postshift performance of groups conditioned at preshift ISIs of 67 msec or longer revealed a gradient of increasing savings with increasing ISI. One of the groups in Experiment 1, initially conditioned at 250 msec ISI and then shifted to 48 msec, exhibited extinction of the previously well-conditioned response. Analysis of CR-onset latencies substantiated the absence of associative effects at very short ISIs. It was concluded that there is a temporal limit below which classical conditioning of the nictitating membrane response of rabbits employing forward CS-US pairing does not occur.  相似文献   

City and suburbs: Perspectives on interdistrict desegregation efforts     

Edgar G. Epps 《The Urban Review》1978,10(2):82-89

  相似文献   

Trajectories of Infants’ Biobehavioral Development: Timing and Rate of A‐Not‐B Performance Gains and EEG Maturation          下载免费PDF全文

Leigha A. MacNeill  Nilam Ram  Martha Ann Bell  Nathan A. Fox  Koraly Pérez‐Edgar 《Child development》2018,89(3):711-724

This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power.  相似文献   

Legitimacy,stratification, and internationalization in global higher education: the case of the International Association of Universities     

Zapp  Mike  Jungblut  Jens  Ramirez  Francisco O. 《Tertiary Education and Management》2021,27(1):1-15

Tertiary Education and Management - The International Association of Universities (IAU) is the only inclusive global university association, its membership barriers are low, yet few universities...  相似文献   

Arthrospira maxima (Spirulina) prevents endoplasmic reticulum stress in the kidney through its C-phycocyanin     

Rojas-Franco  Placido  Franco-Colín  Margarita  Blas-Valdivia  Vanessa  Melendez-Camargo  María Estela  Cano-Europa  Edgar 《Journal of Zhejiang University. Science. B》2021,22(7):603-608

正Arthrospira maxima (Spirulina) is a cyanobacterium which is considered a nutraceutical because it has antioxidant, anti-inflammatory, and cytoprotective properties in different renal disease models (RodriguezSánchez et al., 2012; Aziz et al., 2018; Memije-Lazaro et al., 2018).  相似文献   

Knowledge characteristics of communities of practice     

Jonathan H?KleinEmail author  N A D?Connell  Edgar?Meyer 《知识管理研究与实践》2005,3(2):106-114

This paper proposes a typology of communities of practice based on their knowledge characteristics. The structure of a community of practice, in terms of knowledge, may tend to the stratified or to the egalitarian. The predominant knowledge activity of the community may be sharing or nurturing. This produces four classes of community of practice. The paper identifies and discusses examples of these classes. It is argued that the class to which a community belongs tends to determine the rapidity with which knowledge within the community evolves and the degree of pluralism, as opposed to homogeneity, that the knowledge exhibits. The paper concludes by discussing some of the implications of the typology for knowledge management practice.  相似文献   

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School     

Colette L. Ingraham  Audrey Hokoda  Derek Moehlenbruck  Monica Karafin  Caroline Manzo  Daniel Ramirez 《Journal of educational and psychological consultation》2016,26(4):354-384

ABSTRACT

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.  相似文献   

The Effects of Multimodal Communication Frequency,Geographic Distance,and Coresidence on Parent-Child Relationship Quality During Emerging Adulthood     

Erin M. Sumner  Artemio Ramirez 《Communication Research Reports》2019,36(2):114-125

The present study examined the role of three interrelated factors—multimodal communication frequency, geographic distance, and coresidence—in relation to emerging adult college students’ perceptions of parental relationship quality. Hierarchical regression analyses revealed that emerging adults’ perceptions of relational closeness and communication satisfaction were related to lower levels of face-to-face interaction and higher levels of phone call interaction with their parents. Controlling for communication frequencies, students who lived separate from their parents reported greater communication satisfaction than those who coresided, yet coresidence was unassociated with relational closeness. Finally, geographic distance was unrelated to emerging adults’ perceptions of parental relationship quality.  相似文献