Evaluating student allocation in the Portuguese public higher education system     

Miguel Portela  Nelson Areal  Carla Sá  Fernando Alexandre  João Cerejeira  Ana Carvalho  Artur Rodrigues 《Higher Education》2008,56(2):185-203

This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions and fields of study, and gauge the performance of public higher education institutions in the competition for candidates. Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields of study, whereas other institutions might face a reduction.

Carla SáEmail:

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Homocysteine status and acute myocardial infarction among Tamilians     

T. Angeline  Rita Mary Aruna  K. Ramadevi  G. Mohan  Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2005,20(1):18-20

Myocardial infarction is a major consequence of coronary artery disease. Apart from the traditional risk factors of myocardial infarction, recently many reports have suggested that hyperhomocysteinemia plays important role in myocardial infarction. Plasma homocysteine level was determined in 60 myocardial infarction patients and in 35 age matched healthy individuals. Statistically significant differences (p<0.01) were observed in the mean of plasma homocysteine concentrations between the acute myocardial infarction patients (24.59±6.14 mM/L) and in normal healthy individuals (13.73 ±3.54 mM/L). The level of homocysteine in myocardial infarction patients is significantly high (p <0.01) among myocardial infarction patients when compared to that of the controls. The the present study indicates a strong association between plasma homocysteine and acute myocardial infarction among Tamilians, thus implying plasma homocysteine as a possible risk factor for myocardial infarction.  相似文献   

Capturing the différance: Primary school teacher identity in Tanzania     

Angeline M. Barrett   《International Journal of Educational Development》2008,28(5):496-507

Research into teacher identity can generate insights into how teachers contribute and respond to change. Researchers face the challenge of representing findings that are useful at the policy level but do not essentialise the collective identity of a diverse occupational group. This article represents the findings of a study of primary school teachers in Tanzania in a way that recognises continuity over time. The relationship between practice and identity is explored and implications are drawn for the introduction of educational innovation.  相似文献   

Learning strategies,styles and approaches: An analysis of their interrelationships     

Francisco Cano-Garcia  Fernando Justicia-Justicia 《Higher Education》1994,27(2):239-260

Research in the area of learning strategies and styles of university students has led to many studies as well as to the development of many research tools for measuring learning, but without the necessary interrelationships among the tools or within the research. The aim of this study has been to examine the interdependence among the best-known tools coming from different theoretical bases. A sample of 991 university students in their first and last years, from ten different disciplines, completed four tests: ILP, LASSI, ASI and LSQ. The scales of each test, taken as the unit of analysis, were submitted to a factor analysis by the principal-components and the principal-factors methods. The latter method revealed an overarching structure composed of the following four factors: Traditional Study Methods; Deep Processing; Elaborative Processing; and General Learning Styles. These relationships confirmed the existence of three dimensions, or paths involved in learning, with clear motivational and approach elements, and also showed a separation between Deep Processing and the Deep Approach. Finally, we carried out principal-factor analyses of ASI and LASSI, obtaining two factors for each inventory.

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Résumé La recherche dans le domaine de stratégies et des styles d'apprentissage chez les étudiants universitaires à abouti à de nombreuses études et a developpé divers instruments de mesures d'apprentissage, mais san ce rapport indispensable entre études et entre instruments. Le but de cette recherche a été d'examiner l'interdepéndence entre les instruments les plus connus provenants de différentes théories.Un echantillonage de 991 étudiants universitaires de première annèe, de dix disciplines différentes ont repondu à 4 tests: ILP, LASSI, ASI et LSQ. Les échelles de chaque test, prises comme unité d'analyse ont été soumises à une analyse factorielle d'après les méthodes de composantes principales et de facteurs principaux. Celle-ci revèle una structure commune composée des 4 facteurs suivants: Méthodes d'étude traditionelles, Traitement profond, Traitement élaboratif et Styles génériques d'apprentissage. Les rapports entre aux confirment l'existence de trois dimensions, impliquées dans l'apprentissage, avec des élèments de motivations et d'approches; et ils montrent aussi une séparation entre le Traitement profond et l'Approche profonde. Finalement, nous avons réalisé une analyse factorielle d'après le méthode de facteurs principaux pour les tests ASI et LASSI, obtenant deux facteurs pour chacun des ces tests.

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Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought     

Fernando López Castellano  Fernando García-Quero 《Educational Philosophy and Theory》2019,51(1):51-62

Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates.  相似文献   

Data Science Support at the Academic Library     

Jeffrey C. Oliver  Christine Kollen  Benjamin Hickson  Fernando Rios 《图书馆管理杂志》2019,59(3):241-257

Data science is a rapidly growing field with applications across all scientific domains. The demand for support in data science literacy is outpacing available resources at college campuses. The academic library is uniquely positioned to provide training and guidance in a number of areas relevant to data science. The University of Arizona Libraries has built a successful data science support program, focusing on computational literacy, geographic information systems, and reproducible science. Success of the program has largely been due to the strength of library personnel and strategic partnerships with units outside of the library. Academic libraries can support campus data science needs through professional development of current staff and recruitment of new personnel with expertise in data-intensive domains.  相似文献   

Elementary School Children’s Explanations of Day and Night     

Gallegos-Cázares  Leticia  Flores-Camacho  Fernando  Calderón-Canales  Elena 《Science & Education》2022,31(1):35-54

Science & Education - Most students have interacted with scientific representations that are used as teaching resources in schools. Often these external representations present challenges for...  相似文献   

Orthographic learning in dyslexic Spanish children     

Paz Suárez-Coalla  Sara Ramos  Marta Álvarez-Cañizo  Fernando Cuetos 《Annals of dyslexia》2014,64(2):166-181

Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7–12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words.  相似文献   

Representations over the Earth’s shape and the process of day and night from Nahua indigenous schoolchildren / Representaciones sobre la forma de la Tierra y del proceso día y noche en niños de escuelas indígenas Nahuas     

Leticia Gallegos-Cázares  Fernando Flores-Camacho  Elena Calderón-Canales  José-Manuel Posada de la Concha 《Infancia y Aprendizaje》2017,40(2):343-380

This research presents the way in which children from a Nahua indigenous community build representations of the Earth’s shape, as well as the process that causes day and night. Concepts from school and local culture were studied. For the first case, a questionnaire was applied to 331 children, out of which 38 children were then interviewed on the topics from the questionnaire. For the cultural ideas, three teachers from the region and 30 children from the sample were interviewed. The results show that the representations depend on the form of questioning and the existence of three models: a flat structure with a celestial dome and mechanisms that hide or remove the Sun or the Moon in order to create day and night; a spherical structure with a surrounding sky, where the Sun and Moon rise and set; and a transitional model with a hollow sphere, flat surface and celestial dome. Cultural ideas do not appear to have any influence over these models, probably due to a loss of the community’s cosmogonic knowledge and the age of the children.  相似文献   

Unfolding the knowledge and power dynamics of the ‘farmers–rural extensionists’ interface in North-Eastern Argentina     

Fernando Landini 《The Journal of Agricultural Education and Extension》2016,22(5):399-413

ABSTRACT

Purpose: In this paper, the knowledge dynamics of the farmer–rural extensionist’ interface were explored from extensionists’ perspective with the aim of understanding the matchmaking processes between supply and demand of extension services at the micro-level. Design/methodology/approach: Forty semi-structured interviews were conducted with extensionists whom work in the North-Eastern, Argentine provinces. Findings: Two different, general types of knowledge dynamics were identified: one moderately diffusionist, based on a hierarchical relationship and the prioritisation of experts’ knowledge, and the other constructivist, based on horizontal processes of co-construction. Interestingly, some extensionists support beliefs pertaining to both approaches. They also highlight the importance of unceremonious trainings, interpersonal trust and making recommendations that take into account farmers’ rationale. Practical implications: Results show the persistence of diffusionist rural extension and that extensionists have different, even contradictory, extension approaches, which renders inappropriate any attempt to generalise their perspectives. Theoretical implications: This study suggests that farmers’ demand is the result of a constructive, interactive process, and thus is not prior to the interaction between the demand side (farmers) and the supply side (extensionists). Consequently, the knowledge and power dynamics that take place within the farmer–extensionist interface should be considered the nucleus of demand construction and the matchmaking process. Originality/value: This paper addresses the dynamic matchmaking process between supply and demand of extension services at the micro-level, suggesting it is a constructive process and showing the core role played by power dynamics.  相似文献