Self-training through the Internet     

António S. C. Fernandes  Maria João Martins 《European Journal of Engineering Education》2001,26(2):169-177

The development of five courses, aimed at advanced engineering training, using the Internet, is described in this paper. A European consortium was responsible for the development, implementation and testing of the courses through the organization of virtual classes on the Internet. An important outcome was the definition of the training service characteristics, which led to the development of a quality system based on four fundamental concepts: credit, accreditation, certification and qualification. Professionals of several age groups and industrial sectors with different expectations as well as engineering students attended pilot virtual classes. From the trainee's side, we report on how the training opportunity was received and how the training service provided was felt. The main project successes and a few weak points and a number of important recommendations are listed for future reference.  相似文献   

Binary Pathfinder: An improvement to the Pathfinder algorithm     

Vicente P. Guerrero-Bote  Felipe Zapico-Alonso  María Eugenia Espinosa-Calvo  Rocío Gmez Crisstomo  Flix de Moya-Anegn 《Information processing & management》2006,42(6):1484

The Pathfinder algorithm is widely used to prune social networks. The pruning maintains the geodesic distances between nodes. It has shown itself to be very useful in the analysis of, amongst others, citations in BIS (bibliometrics, informetrics, and scientometrics). It has even been proposed for the online display of the search results in an information retrieval system. However, its great time and space complexity limits its use in real-time applications and in networks of any considerable size.The present work describes an improved algorithm with considerably reduced time and space complexity. Its lower execution costs thus increase its applicability both in real time and to large networks.  相似文献   

Staying on target: A systematic literature review on learner-facing learning analytics dashboards     

Natercia Valle  Pavlo Antonenko  Kara Dawson  Anne Corinne Huggins-Manley 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1724-1748

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Career adaptability and associations with personality traits and pathological traits utilizing network analysis     

Gonçalves  André Pereira  Martins  Gustavo Henrique  Salvador  Ana Paula  Machado  Gisele Magarotto  Carvalho  Lucas de Francisco  Ambiel  Rodolfo Augusto Matteo 《International Journal for Educational and Vocational Guidance》2021,21(2):379-394

This study investigated relationships between career adaptability and personality and pathological traits using the network analysis approach. We administered CAAS, BFI-2-S, and IDCP-2 to 630 working adults. We observed positive associations between personality and career adaptability and negative associations between pathological traits and career adaptability. This paper contributes to the understanding of the associations between career adaptability and Big Five personality traits and pathological traits. We found stronger associations between career adaptability and personality traits as compared to pathological traits. Our findings suggest that Neuroticism and Conscientiousness contribute more to adaptation to professional development tasks than do pathological traits.

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最优化特性和变化的流域初始状态对新安江模型参数的影响     

李致家 《东南大学学报》2003,19(4):398-404

本对流域状态和最优化特性是如何影响模型功能方面进行了研究．在假设流域诸多初始条件下，使用SCE-UA优化算法通过日模型率定新安江模型．结果发现流域的初始条件和最优化特性对待优化的参数有非常大的影响，并且使模型过程参数的响应程度变小．研究结果表明变化的初始条件对总产流的影响并不是太大．  相似文献   

Psychometric properties and optimizing of the Bracken School Readiness Assessment     

De Almeida Maia  Denise  Pohl  Steffi  Okuda  Paola Matiko Martins  Liu  Ting  Puglisi  Marina Leite  Ploubidis  George  Eid  Michael  Cogo-Moreira  Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239

Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important...  相似文献   

Teachers with LD: Ongoing negotiations with discourses of disability     

Ferri BA  Connor DJ  Solis S  Valle J  Volpitta D 《Journal of learning disabilities》2005,38(1):62-78

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A single-display groupware collaborative language laboratory     

Juan Felipe Calderón  Miguel Nussbaum  Ignacio Carmach  Juan Jaime Díaz  Marco Villalta 《Interactive Learning Environments》2016,24(4):758-783

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design.  相似文献   

IDEA and collaboration: a Bakhtinian perspective on parent and professional discourse     

Valle JW  Aponte E 《Journal of learning disabilities》2002,35(5):469-479

In accordance with the Bakhtinian framework of this article, the text represents a dialogue between practices documented in the literature; the first author's perspective as a teacher, evaluator, and consultant; Bakhtin's theories of language; and the lived experiences of the second author, a parent whose child has been labeled as having a language learning disability. Although the Individuals with Disabilities Education Act (IDEA) grants parents the right to be involved in educational decisions about their children, we argue that the routine disqualification of parents' voices by school professionals is a major obstacle to authentic collaboration. Bakhtin's theories of language serve to illuminate the discourse between parents and professionals in special education committee meetings. We conclude with our vision for a mutual dialogic exchange between parents and professionals.  相似文献   

Dynamic prediction characteristics of the Child Abuse Potential Inventory     

Chaffin M  Valle LA 《Child abuse & neglect》2003,27(5):463-481

OBJECTIVES: Risk measures are commonly used to evaluate outcomes in child abuse prevention and intervention programs. This study examined whether pre-intervention to post-intervention changes on the Child Abuse Potential Inventory (CAP) Abuse Scale corresponded to actual changes in risk for future reports of maltreatment and evaluated the validity of several algorithms for classifying clinically significant change. METHOD: Participants in the study were 459 parents participating in any one of 27 community-based family preservation and family support programs. Most parents were low-income mothers with a variety of social risk indicators, about a third of whom would be classified as high-risk by the CAP Abuse Scale. Participants were administered the CAP at program enrollment, then at completion of the intervention (median time=150 days), then followed for an average of approximately 2 years for future official maltreatment reports. Dynamic predictive validity of the CAP Abuse Scale was modeled by comparing survival models using a time-dependent structure of pre- and post-intervention scores to identically structured models using only a pre-intervention score. RESULTS: Pre-intervention CAP Abuse Scale scores demonstrated incremental future predictive validity. However, score changes failed to correspond to changes in likelihood of future abuse. Models using pre-intervention scores only were more predictive than time-dependent score models, and pre-intervention scores were better predictors than post-intervention scores of post-intervention CPS referrals. Common algorithms for classifying clinically significant change yielded results that could be counter-intuitive and misleading. For example, participants classified as improved on these algorithms were actually at similar or even higher risk than those classified as unchanged or worse. CONCLUSIONS: The results strongly supported the static predictive validity of the CAP and the use of the CAP for screening purposes. The results did not support the dynamic predictive validity of the CAP. Results of exploratory analyses suggested the possibility that the changes observed on the CAP Abuse Scale reflected changes in subscales assessing subjective distress or parenting attitudes, which may be markers for initial risk but when changed, do not necessarily translate into actual changes in future maltreatment behavior. Although replication and extension are needed before drawing firm conclusions, the current study raises questions about the common practice of using risk instruments as proxy measures for child maltreatment risk in intervention and prevention programs.  相似文献