Corporate support of higher education: Trends in Canada and the United States     

Thomas E. Muller  Vera A. Sepehri 《Research in higher education》1988,28(2):160-179

United States and Canadian trends in corporate philanthropy and support of higher education are presented for the past 11 to 15 years. Comparative analyses reveal different corporate priorities and giving agendas which signal the need for unique approaches to university and college fund raising in each country. Though the percentage of U.S. corporate contributions allocated to higher education has not changed in 11 years, Canada's institutions of higher education appear to be competing directly with beneficiaries in culture and the arts, in terms of annual corporate giving priorities. Regarding allocations for various purposes within higher education, U.S. firms tend to have sponsorship agendas that follow established priorities and are programmatic in nature, unlike Canadian companies whose support for these purposes has varied considerably. This gives university and college fund raisers in Canada an opportunity to establish and nurture long-term programs of corporate support for capital projects, research, and student financial aid.  相似文献   

Teaching Objectives in Chemistry: a Comparison of Teachers’ and Students’ Priorities     

Avi Hofstein  Vera Mandler  Ruth Ben‐Zvi  David Samuel 《International Journal of Science Education》2013,35(1):61-66

Summaries

English

An inventory which consisted of 12 objectives of chemistry teaching was constructed from lists compiled from the responses of 12th‐grade students and given to 10th, 11th and 12th graders and to their teachers. All four groups were asked to rank the objectives according to their order of significance.

The analysis of the order of rankings gives an insight into what are considered as the most important and interesting aspects of chemistry by students and by teachers.

The use of an objectives questionnaire in this manner is recommended to curriculum developers as part of the process of development and implementation of any curriculum. This may help to make the subject matter more suitable for the needs of both students and teachers.  相似文献   

How do expert soccer players encode visual information to make decisions in simulated game situations?     

Poplu G  Ripoll H  Mavromatis S  Baratgin J 《Research quarterly for exercise and sport》2008,79(3):392-398

The aim of this study was to determine what visual information expert soccer players encode when they are asked to make a decision. We used a repetition-priming paradigm to test the hypothesis that experts encode a soccer pattern's structure independently of the players' physical characteristics (i.e., posture and morphology). The participants were given either realistic (digital photos) or abstract (three-dimensional schematic representations) soccer game patterns. The results showed that the experts benefited from priming effects regardless of how abstract the stimuli were. This suggests that an abstract representation of a realistic pattern (i.e., one that does not include visual information related to the players'physical characteristics) is sufficient to activate experts'specific knowledge during decision making. These results seem to show that expert soccer players encode and store abstract representations of visual patterns in memory.  相似文献   

Body composition and nutritional profile of male adolescent tennis players     

Juzwiak CR  Amancio OM  Vitalle MS  Pinheiro MM  Szejnfeld VL 《Journal of sports sciences》2008,26(11):1209-1217

In this cross-sectional study, we evaluated the body composition and dietary intake of 44 adolescent tennis players. After being divided into two groups (age 10-13 years and age 14-18), the players had their weight, height, and sexual maturation assessed. Dual-energy X-ray absorptiometry was used to assess body composition. Food intake was obtained from a non-consecutive 4-day food record. The data were analysed using the Virtual Nutri v.1.0 software and compared with the present recommendations for adolescent athletes or dietary reference intakes. Body mass index and body fat for tennis practice were adequate for 89% and 71% of the tennis players respectively, regardless of age group. A calorie deficit greater than 10% of energy expenditure was observed in 32% of the sample. Fifty percent of the athletes consumed carbohydrates in accordance with recommended values. Protein and lipid intakes were above recommended values, while fibre, calcium, potassium, magnesium, and folic acid intakes were below recommendation for 98%, 80%, 100%, 100%, and 98% of the tennis players respectively. The observed nutritional deficiencies represent an additional barrier for adolescents engaged in competitive sports to achieve an optimum nutrition to maintain growth, health, and performance.  相似文献   

A FEW COMMENTS ON ‘READING DRIVE’     

Vera Southgate 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):145-146

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Relative Strenuousness of Selected Sports as Performed by Women     

Vera Skubic  Jean Hodgkins 《Research quarterly for exercise and sport》2013,84(2):305-313

Abstract

Women participants in archery, badminton, basketball, bowling, golf, hockey, Softball, tennis, and volleyball were tested to determine the relative strenuousness of these sports. The subjects' heart beats were telemetered during participation in each sport, and estimates of their ventilation and oxygen uptake for each activity were determined from data collected in the laboratory.

Mean heart rates, oxygen uptake and VO₂ per kilogram of body weight were calculated for each subject in each sport. Comparisons were made to determine which activities demanded the greatest energy expenditure.

Heart rates ranging from a mean of 85 beats/min. in bowling to a mean of 185 beats/min. for the roving player in basketball were recorded. The energy expenditure of the roving player in basketball was similar to that of the center halfback in hockey; these two positions required a significantly greater O₂ uptake than the positions tested in all other sports. Play in these positions was classified as heavy activity.

The non-roving positions of forward and guard in basketball, badminton, tennis, Softball (pitcher), and volleyball were rated as moderate activity. Golf, archery, and bowling were categorized as light activity in terms of energy expenditure.  相似文献   

Lifelong learning: a policy concept with a long past but a short history     

Vera Centeno 《International Journal of Lifelong Education》2013,32(2):133-150

This article examines the continuities and discontinuities in the international problematisation of education across the lifespan as an education policy, currently conceptualised as lifelong learning. Through the critical examination of international organisations’ policy documents, this paper demonstrates that while on the one hand there is a pattern in the way the problematisaton has been carried out (the continuities), on the other hand the translation of the problematisaton into policy has been punctuated by major discontinuities. Lifelong learning as a policy concept has introduced strong discontinuities that have ensured its acceptance worldwide: a policy with a small degree of political operationalisation that simultaneous discursively combines different political orientations.  相似文献   

Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge     

Prof. Dr. Vera Moser  Dr. Jan Kuhl  Hubertus Redlich  Lea Schäfer 《Zeitschrift für Erziehungswissenschaft》2014,17(4):661-678

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.  相似文献   

The Training Evaluation Inventory (TEI) - Evaluation of Training Design and Measurement of Training Outcomes for Predicting Training Success     

Sandrina Ritzmann  Vera Hagemann  Annette Kluge 《Vocations and Learning》2014,7(1):41-73

Training evaluation in research and organisational contexts is vital to ensure informed decisions regarding the value of training. The present study describes the development of a valid and reliable training evaluation inventory (TEI), as it does not exist so far. The objectives were a) to construct an instrument that is theoretically and empirically founded, but at the same time applicable within typical organisational constraints, and b) to include the assessment and perception of training design as a formative evaluation aspect. Based on previous research, ten scales were constructed, covering the training outcome dimensions subjective enjoyment, perceived usefulness, perceived difficulty, subjective knowledge gain, and attitude towards training, as well as the training design dimensions problem-based learning, activation, demonstration, application, and integration. Reliabilities of the scales were satisfactory. Data from two training studies show that the training outcome dimensions were related to external training outcome measures, underlining the validity of the TEI. Two survey samples were used to predict training outcomes based on training design. Demonstration, application, and integration emerged as the most important design dimensions. The TEI is applicable in both training research projects and in organisational contexts. It can be used for formative and summative training evaluation purposes.  相似文献   

Test Reliability When Error Scores Consist of Independent and Non-Independent Components     

Zimmerman Donald W.  Williams Richard H.  Hubert H. Rehm 《Journal of Experimental Education》2013,81(1):74-78

To assess the effects of logical support, the Smith, Meux, Coombs, and Nuthall (12) system for the analysis of teaching strategies was used to construct four passages for each of two topics, fluoridation and the use of pesticides. The four passages varied in degree and kind of support or justification for the negative value judgments used. The passages were administered to 303 eleventh grade students. The group which received the passages having the most support for the negative value judgments reacted negatively as much or more than the other three groups, while the group which received the passages having the least support reacted negatively as little or less than the other three groups. There was also a topic-by-passage interaction.  相似文献