Assessing the Higher National Diploma Chemical Engineering programme in Ghana: students’ perspective     

Cyril D. Boateng  Edem Cudjoe Bensah  Julius C. Ahiekpor 《European Journal of Engineering Education》2012,37(2):205-215

Chemical engineers have played key roles in the growth of the chemical and allied industries in Ghana but indigenous industries that have traditionally been the domain of the informal sector need to be migrated to the formal sector through the entrepreneurship and innovation of chemical engineers. The Higher National Diploma Chemical Engineering programme is being migrated from a subject-based to a competency-based curriculum. This paper evaluates the programme from the point of view of students. Data were drawn from a survey conducted in the department and were analysed using SPSS. The survey involved administering questionnaires to students at all levels in the department. Analysis of the responses indicated that the majority of the students had decided to pursue chemical engineering due to the career opportunities available. Their knowledge of the programme learning outcomes was, however, poor. The study revealed that none of the students was interested in developing indigenous industries.  相似文献   

Internal Use of Articulation Materials     

Julius Menacker 《College Teaching》2013,61(4):301-302

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Fine mapping of multiple interacting quantitative trait loci using combined linkage disequilibrium and linkage information     

Lee SH  van der Werf JH 《Journal of Zhejiang University. Science. B》2007,8(11):787-791

Quantitative trait loci (QTL) and their additive, dominance and epistatic effects play a critical role in complex trait variation. It is often infeasible to detect multiple interacting QTL due to main effects often being confounded by interaction effects. Positioning interacting QTL within a small region is even more difficult. We present a variance component approach nested in an empirical Bayesian method, which simultaneously takes into account additive, dominance and epistatic effects due to multiple interacting QTL. The covariance structure used in the variance component approach is based on combined linkage disequilibrium and linkage (LDL) information. In a simulation study where there are complex epistatic interactions between QTL, it is possible to simultaneously fine map interacting QTL using the proposed approach. The present method combined with LDL information can efficiently detect QTL and their dominance and epistatic effects, making it possible to simultaneously fine map main and epistatic QTL.  相似文献   

A STANDARDIZED HEBREW PROGNOSIS TEST     

Julius B. Maller 《Journal of Jewish Education》2013,79(3):177-184

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Evaluation of the extent and effectiveness of counselling programs in Oyo and Ogun state secondary schools     

Julius O. Akinboye 《Studies in Educational Evaluation》1980,6(2):211-215

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The volitional basis of Personality Systems Interaction Theory:: applications in learning and treatment contexts     

Julius 《International Journal of Educational Research》2000,33(7-8):665-703

This chapter discusses the volitional basis of Personality Systems Interaction Theory (PSI), and applies it to the improvement of conditions for learning and psychological treatment. The theory explains motivational and volitional phenomena, including concentration, coping with failure, identification and intrinsic commitment to personal goals, persistence, and implementation of intentions. Patterns of interactions among four cognitive systems, viz., thinking and intention memory, feeling and extension memory, discrepancy-sensitive object recognition, and intuitive behavior control, are shown to be modulated by affective change. Self-regulatory abilities support affective change in learning and in therapy, while developmental and educational risk factors compromise it. Educational and clinical treatment applications are discussed in terms of the functional mechanisms involved.  相似文献   

Elementary disruptions? Exploring residential move type,timing, and duration of implications during middle childhood     

R. Julius Anastasio  Tama Leventhal 《Child development》2023,94(5):e264-e278

Moving is common during middle childhood, but links between move type and children's development are less well understood. Using nationally-representative, longitudinal data (2010–2016) of ~9900 U.S. kindergarteners (52% boys, 51.48% White, 26.11% Hispanic/Latino, 10.63% Black, 11.78% Asian/Pacific Islander), we conducted multiple-group fixed-effects models estimating associations of within- and between-neighborhood moves, family income, and children's achievement and executive function, testing whether associations persisted or varied by developmental timing. Analyses suggest important spatial and temporal dimensions of moving during middle childhood: between-neighborhood moves had stronger associations than within-neighborhood moves, earlier moves benefited development whereas later moves did not, and associations persisted with significant effect sizes (cumulative Hedges' g = −0.09–1.35). Research and policy implications are discussed.  相似文献   

Initial Exploration of Therapeutic Presence Pedagogy in Counselor Education     

Jude T. AustinII  Julius A. Austin 《International journal for the advancement of counseling》2018,40(4):481-500

A qualitatively modified Delphi approach was used to operationalize therapeutic presence so that it can be further studied as it relates to counselor training and therapeutic outcomes. A total of 12 counselors and counselor educators with over 200 combined years of experience in counselor education participated in this study. The results include a definition of therapeutic presence geared toward counselors-in-training, 13 recognizable signs of students’ expressed therapeutic presence in session, and 17 suggestions for counselor educators to help students develop therapeutic presence. We also discuss implications and recommendations for further investigation.  相似文献   

Autopsy-Based Learning is Essential But Underutilized in Medical Education: A Questionnaire Study     

Lasse Pakanen  Julius Tikka  Paula Kuvaja  Philippe Lunetta 《Anatomical sciences education》2022,15(2):341-351

To this day, autopsies and dissections have been essential in medical education, but declining autopsy numbers have endangered this long-standing tradition. Students' perceptions of these teaching methods should be constantly updated to help educators understand how to achieve their teaching goals. The purpose of this study was to explore the state of autopsy- and dissection-based teaching in two Finnish universities based on the experiences of the students, survey their perceptions of such teaching, and to compare the Finnish situation with students' perceptions in other countries as it emerges from medical literature. A questionnaire went to 859 second-, fourth-, and sixth-year medical students. The questions concerned dissection and autopsy classes these students had attended, the views of the students in regard to the number of classes, and the benefits of and attitudes towards autopsy teaching. An open question of how to improve autopsy teaching was included. The response rate was 19.4%. Most respondents requested more autopsy and dissection classes, especially practical education. They found autopsies most beneficial in learning anatomy and dealing with one's own emotions related to death. Their experiences proved least beneficial for interaction with the relatives of a deceased patient and for people skills. Integrational methods and focusing on the main learning outcomes were suggested as improvements. Overall, students found dissection and autopsy teaching important, but felt concerned about the diminishing autopsy numbers. Focusing on main learning objectives and better integration of autopsies in the teaching of different specialties could help to utilize autopsies to a greater extent.  相似文献   

How politicized studies enforce conformity: Interviews with Lulius Lester and Elizabeth Fox-Genovese     

Julius Lester  Thomas Short 《Academic Questions》1992,5(3):48-65

Editor's Note: At Emory University, Elizabeth Fox-Genovese built a women's studies program notable for its ideological openness and high standards. In February 1992, Prof. Fox-Genovese resigned as chair of that program, in response to irresistible pressures for a more ideologically defined program. This reminded us of the earlier case of Julius Lester, who left Afro-American studies at the University of Massachusetts at Amherst in 1988 under pressure after he accused certain black leaders of antisemitism. In the following interviews we asked Professors Lester and Fox-Genovese for their assessment of those events.  相似文献