Biomechanical behavior study of dog's small intestines     

陈柏  周银生  穆晓枫 《浙江大学学报(A卷英文版)》2002,3(5):549-552

The biomechanical behavior of dog's duodenum and jejunum were studied and a formulation of the stress-strain relation is presented in this paper. The results obtained indicated that the exponential coefficient α and the incremental duodenum of the elastic modulus are both large than those of the jejunum. It means that the duodenum is more deformable than the jejunum. The experimental results of this work provide basal data for kinematics study of a robotic endoscope. Project supported by the National Natural Science Foundation of China (No. 59805017) and the Chinese “863” High Technology Project of China  相似文献   

Windows into the mind   总被引：1，自引：0，他引：1  

Richard?J.?ShavelsonEmail author  Maria?Araceli?Ruiz-Primo  Edward?W.?Wiley 《Higher Education》2005,49(4):413-430

As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency.  相似文献   

The Role of Play in the Pedagogy of ICT   总被引：1，自引：0，他引：1  

Alex?MorganEmail author  Steve?Kennewell 《Education and Information Technologies》2005,10(3):177-188

Today’s children meet a wide range of technology in their everyday lives, and they become competent users of devices such as mobile phones and games machines without any formal instruction. It appears that highly complex ICT processes and techniques can be learned through informal methods which are very much learner directed—unfocussed exploration, creative invention, trial-and-error, cooperation with friends and asking people who are more experienced. Indeed, the children themselves tend to see their activity as play rather than learning.This paper describes a project carried out in a number of informal learning situations. The children involved were relatively disadvantaged economically, and the majority were not very confident in using a PC. Most had access to both a games machine and a mobile phone, however, and rated themselves as very confident with these. The project aimed to find out how they developed competence in using unfamiliar hardware and software, and how much they learned from self-directed study in a loosely structured learning environment. In order to investigate these issues, groups of children were introduced to new software tools and left to ‘play’ with the software in order to explore the possibilities and discover new features. The children were observed and their questions answered, and the researcher also discussed their experiences with them afterwards.Despite their lack of previous experience with PCs and the particular software used for the project, the children were generally successful in gaining specified competencies with the software. Several children reflected that they were learning in the same way as they had learned to use mobile phones, although there was no evidence for transfer of specific techniques. This indicates that the role of higher order learning skills is important, and evidence emerged that the influence of self-efficacy may be more important in gaining success than previous experience with PC technology. This factor is suggested as the focus for further investigation.  相似文献   

Attitudes Toward Teaching Prevention and Developmental Issues Among Turkish Counselor Educators     

Fidan?KorkutEmail author 《International journal for the advancement of counseling》2005,27(1):111-123

The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues.  相似文献   

Utilizing Information and Communication Technologies to Achieve Lifelong Education for All: A Case Study of Myanmar     

Naing?Yee?MarEmail author 《Educational Research for Policy and Practice》2004,3(2):141-166

This paper examines the role of information and communication technologies (ICTs) in advancing the cause of education for all and livelong learning. After examining the claimed benefits of ICTs for promoting education and schooling, and the characteristics of education and the basic education movement in Asia, the paper focuses on providing a case study of one country in South-East Asia, that of Myanmar, regarding the use of ICTs to achieve lifelong education for all. The paper reports on a research study being undertaken by the author which examines how ICTs are being harnessed to support educational needs in the formal education system in Myanmar, including basic education, teacher development, and in the higher education institutions under the Ministry of Education. The study focuses specifically on the applications of ICTs for increasing access and improving quality in the context of the Information Age. The research is based on a field survey and case studies of best practices and innovations in the applications of ICTs to education in the Myanmar education system. By identifying the conditions that must be addressed in making effective use of ICTs for learning and teaching, the results of this study provides much needed feedback to assist the Ministry of Education in Myanmar to operate most cost-effectively in this area. Although the paper specifically examines the situation regarding one particular country, lessons learnt from the experience of Myanmar have much to offer researchers, policy makers and practitioners regarding the applications of ICTs to education development in other parts of Asia, and indeed in other parts of the world. However, the extent to which the results of this research study are generalizable to other developing countries has yet to be ascertained, since this is beyond the scope of the study reported on in this paper.  相似文献   

Decentralisation In Education,Institutional Culture And Teacher Autonomy In Indonesia     

Christopher?BjorkEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):245-262

Indonesia has seen several recent attempts to devolve control over the curriculum to the local level. Rather than catalogue all of the problems encountered in the course of their implementation, the present contribution focuses on a single reform, the Local Content Curriculum (LCC). Analysis of local responses to this reform provides insights into the states influence on the actions and attitudes of Indonesian educators not previously detailed in research on educational decentralisation. These insights into the implementation of the LCC expand the understanding of the tangible effects of educational reform on actual learning institutions and pupils as well as inform about the central governments real ability to effect change in schools. The study also shows how the lethargy of local actors is bound to deeply engrained views about the role of Indonesian teachers in school, in the society and in the state.  相似文献   

Perspectives on the metallic interconnects for solid oxide fuel cells     

Zhu?Wei-zhong?Email author  Yan?Mi 《浙江大学学报(A卷英文版)》2004,5(12):1471-1503

The various stages and progress in the development of interconnect materials for solid oxide fuel cells (SOFCs) over the last two decades are reviewed. The criteria for the application of materials as interconnects are highlighted. Interconnects based on lanthanum chromite ceramics demonstrate many inherent drawbacks and therefore are only useful for SOFCs operating around 1000 ℃. The advance in the research of anode-supported flat SOFCs facilitates the replacement of ceramic interconnects with metallic ones due to their significantly lowered working temperature. Besides, interconnects made of metals or alloys offer many advantages as compared to their ceramic counterpart. The oxidation response and thermal expansion behaviors of various prospective metallic interconnects are examined and evaluated. The minimization of contact resistance to achieve desired and reliable stack performance during their projected lifetime still remains a highly challenging issue with metallic interconnects. Inexpensive coating materials and techniques may play a key role in pro moting the commercialization of SOFC stack whose interconnects are constructed of some current commercially available alloys. Alternatively, development of new metallic materials that are capable of forming stable oxide scales with sluggish growth rate and sufficient electrical conductivity is called for.  相似文献   

Investigation of compaction and sintering behavior of SiC powder after ultra-fine treatment     

郭兴忠  杨辉 《浙江大学学报(A卷英文版)》2004,5(8):950-955

Silicon carbide ceramics were prepared with SiC powder treated by the fluidized bed opposed jet mill as rawmaterials, and the effects of the ultra-fine treatment mechanism on the compaction and sintering behavior of SiC ceramicswere investigated. The results showed that the compacts had higher density and microstructure homogeneity when thesintering temperature of the compact was decreased; and that the surface microstructure, densification and mechanicalproperties of the sintered body could be ameliorated obviously.  相似文献   

Measuring teachers’ content knowledge of language and reading   总被引：1，自引：0，他引：1  

Louisa?C.?MoatsEmail author  Barbara?R.?Foorman 《Annals of dyslexia》2003,53(1):23-45

In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.  相似文献   

Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators     

Rébecca?ShanklandEmail author  Evelyn?Rosset 《Educational Psychology Review》2017,29(2):363-392

Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects.  相似文献