Internships at the Slavic and East European Collection of the Yale University Library     

Tatjana Lorković 《Slavic & East European Information Resources》2013,14(2-3):120-135

In this article, the author discusses the internship program of the Slavic and East European Collection at Yale University Library, which provides semester-long fellowships to library professionals from Eastern and Central Europe and the former Soviet Union. The program began in 1993 and is ongoing. The author details its history, including how it has been funded, and discusses what the program includes and the logistics of running it. Participants are listed, along with excerpts from some of their final reports and selected post-fellowship activities.  相似文献   

Sliding manifold design for linear systems with unmatched disturbances     

Boban Veselić  Branislava Draženović  Čedomir Milosavljević 《Journal of The Franklin Institute》2014

This paper offers an efficient sliding manifold design method that minimizes the impact of unmatched disturbances onto SM dynamics and system accuracy. System sensitivity upon unmatched constant or slowly varying external disturbance vector is evaluated by the steady-state dependent criterion function. An infinite set of sliding manifolds that minimize the chosen optimization criterion is determined and a way of selecting a manifold out of that set that provides adopted SM dynamics is suggested. The proposed approach has been demonstrated on numerical examples and verified by simulations.  相似文献   

The Pedagogy and Politics of Art in Postmodernity: Cognitive Mapping and The Bothersome Man     

Brian L. Ott  Gordana Lazić 《Quarterly Journal of Speech》2013,99(3):259-282

This essay inquires into the pedagogical and political dimensions of art in the contemporary moment. Specifically, it seeks to reanimate Fredric Jameson's notion of “cognitive mapping,” which he introduced as a response to the postmodern problem of representing the social totality. To that end, the essay begins by explicating the twin impulses of cognitive mapping. It, then, undertakes a sustained rhetorical analysis of Jens Lien's award-winning 2006 Norwegian film, The Bothersome Man, demonstrating how the film employs entropic satire to, at once, map and critique the cultural logic of late capitalism. The essay concludes by reflecting on the important contributions rhetorical scholars can make to a renewed interest in cognitive mapping.  相似文献   

Causal Effects in Mediation Modeling: An Introduction With Applications to Latent Variables     

Bengt Muthén  Tihomir Asparouhov 《Structural equation modeling》2013,20(1):12-23

Causal inference in mediation analysis offers counterfactually based causal definitions of direct and indirect effects, drawing on research by Robins, Greenland, Pearl, VanderWeele, Vansteelandt, Imai, and others. This type of mediation effect estimation is little known and seldom used among analysts using structural equation modeling (SEM). The aim of this article is to describe the new analysis opportunities in a way that is accessible to SEM analysts and show examples of how to perform the analyses. An application is presented with an extension to a latent mediator measured with multiple indicators.  相似文献   

A conceptual framework for analysing the impact of influences on student engagement and learning     

Ines Dužević 《Tertiary Education and Management》2013,19(1):66-79

The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing.  相似文献   

Relationship between 2000-m rowing ergometer performance times and World Rowing Championships rankings in elite-standard rowers     

Pavle Mikulić  Tomislav Smoljanović  Ivan Bojanić  Jo A. Hannafin  Branka R. Matković 《Journal of sports sciences》2013,31(9):907-913

Abstract

In this study, we evaluated the extent to which 2000-m rowing ergometer performance times predicted final rankings at the World Rowing Championships in a sample of 638 rowers of both sexes and body-mass classifications (i.e. open-category and lightweight rowers). Rowing ergometer performance times were examined using a questionnaire, and in 17 of 23 events they were positively correlated (P ≤ 0.049) with the final rankings at the Championships. The highest correlations were for the ergometer performance times achieved by rowers in lightweight men's single sculls (r = 0.78; P = 0.005), women's single sculls (r = 0.75; P = 0.002), men's single sculls (r = 0.72; P = 0.004), and lightweight men's double sculls (r = 0.72; P < 0.001). We used linear regression to establish regression equations to predict final rankings based on 2000-m rowing ergometer performance times for each event in which there was a correlation greater than r = 0.50. Although correlations in 12 events met this criterion, the large standard errors of the estimate hindered ranking predictions in all of the studied events. Regression equations could be used to determine the most probable 2000-m ergometer performance time for a rower to achieve specific rankings at the World Rowing Championships.  相似文献   

Policy makers’ rhetoric of educational change: A critical analysis     

Jasna Kovačević  Zijada Rahimić  Dževad Šehić 《Journal of Educational Change》2018,19(3):375-417

Reforms in education often fail due to insufficient time to implement them, too few charismatic leaders, the influence of the preceding culture, scarce resources or an incapacity to comprehend the complexity of the education system. Most studies dealing with the cognitive aspects of educational change investigate the meaning of change through the lens of the educators and principals and there is not as much research available on the perception and interpretation of change by policy makers and the language they use to communicate messages about policy that affect sensemaking–sensegiving during the process of learning about the changes. Guided by the premise that the language of a reform movement is shaped by its ideology, this article illustrates how press releases of the Ministry of Education in Canton Sarajevo in Bosnia–Herzegovina reflect an exploitation-oriented dominant reform logic. The results of frequency analysis, hierarchical clustering and multidimensional scaling imply that MoE is driven by a top-down perspective to educational change, with a focus on the procedural, organizational and collaborational aspects of reforms that primarily alter the structure of the education system but not its internal substance. We end this paper by suggesting that educational system as complex adaptive system cannot be controlled, but effectively managed through distribution of control and creation of few attractors, benefiting from self-organization in the technical core and making change in the official top-down rhetoric.  相似文献   

DEVELOPMENT TRENDS AND DIVERSIFICATION OF HIGHER EDUCATION     

Dušan Savićević 《Higher Education in Europe》1988,13(1-2):96-98

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Contemporary educational psychology in Yugoslavia: A review of research     

Petar Mandić  Petar Stojaković 《Contemporary educational psychology》1984,9(3):207-213

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Effects of instructional conditions and experience on student reflection: a video annotation study     

Negin Mirriahi  Srećko Joksimović  Dragan Gašević  Shane Dawson 《高等教育研究与发展》2018,37(6):1245-1259

This article reports on the findings of a study that investigated the effects of instructional conditions and prior experience on students’ self-reflection. The study was conducted with the use of a video annotation tool that was used by undergraduate performing arts students to reflect on their video-recorded performances. The study shows a consistent positive effect of previous experience with the video annotation tool for engagement with reflection. Graded instructional conditions with feedback had a positive effect on increasing higher order reflections particularly for students with prior experience with the video annotation tool for reflective purposes. The finding suggests that when including reflection in the curriculum, it is important to consider introducing it at a program or degree level rather than individual courses in order to provide an opportunity for students to gain experience with reflection and any particular tool that is used (e.g., a video annotation tool). Furthermore, reflective tasks should be scaffolded into the curriculum with ample opportunity for formative feedback and summative assessment in order to encourage higher order thinking and foster students’ metacognitive awareness and monitoring for increased goal-setting and acknowledgement of the motive or effect of their observed behavior.  相似文献