Engineering Education in Hungary     

TAMÁS MATUSCSÁK 《European Journal of Engineering Education》1993,18(1):41-47

  相似文献   

Perceived health problems in swimmers according to the chemical treatment of water in swimming pools     

Álvaro Fernández-Luna  Pablo Burillo  José Luis Felipe  Julio del Corral  Jorge García-Unanue  Leonor Gallardo 《European Journal of Sport Science》2016,16(2):256-265

The objective of this study was to determine which chemical treatment used for disinfecting water in indoor swimming pools had the least impact on users' perceptions of health problems, and which generated the greatest satisfaction with the quality of the water. A survey on satisfaction and perceived health problems was given to 1001 users at 20 indoor swimming pools which used different water treatment methods [chlorine, bromine, ozone, ultraviolet lamps (UV) and salt electrolysis]. The findings suggest that there is a greater probability of perceived health problems, such as eye and skin irritation, respiratory problems and skin dryness, in swimming pools treated with chlorine than in swimming pools using other chemical treatment methods. Pools treated with bromine have similar, although slightly better, results. Other factors, such as age, gender, time of day of use (morning and afternoon) and type of user (competitive and recreational), can also affect the probability of suffering health problems. For all of the above, using combined treatment methods as ozone and UV, or salt electrolysis produces a lower probability of perceived health problems and greater satisfaction.  相似文献   

Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

  相似文献   

Computers in Artificial Intelligence Education     

JIŘI LAŽANSKÝ  VLADIMÍR MAŘÍK  OLGA ŠTĚPÁNKOVÁ 《European Journal of Engineering Education》1992,17(2):143-149

Both the origin and development of artificial intelligence (AI) are connected with the origin and development of computers. Computers play a very important role in engineering education. AI influences such disciplines like CAD, CASE, CAE, and others. The specific experience concerning AI education at a technical university has been gathered in this paper. There is stressed need of good balance between theoretical background and individual training with computers as well as importance of personal experience in solving practical AI.  相似文献   

Multi-actor co-design of extension interventions: paradoxes arising in three cases in the Republic of Ireland     

Áine Macken-Walsh 《The Journal of Agricultural Education and Extension》2019,25(3):245-265

Purpose: This paper demystifies the processes, methodologies and outputs of three co-design projects, identifying how and to what extent are aims and principles of the multi-actor approach realised and upheld in the field. Implications from the cases for participatory principles are discussed.

Design/Methodology/approach: A detailed ethnographic account is presented of three multi-actor co-design cases, supporting diverse readers’ interpretations and learnings.

Findings: Three paradoxes were identifiable from the multi-actor processes: (1) outputs can be orphaned when they lack strong identifiers and affiliations with discrete professional communities outside of the co-design team; (2) combining diverse knowledges co-design can generate outputs that are new and strange (rather than familiar and acceptable) to end-users; (3) for Responsible Research and Innovation, co-creating interventions that are challenging (rather than popular) to society may be required.

Practical implications: Awareness of dynamics and paradoxes arising in the implementation of multi-actor co-design supports enhanced facilitation of processes and impacts of outcomes. Together, the paradoxes highlight the critical importance of communications and engagement initiatives across diverse communities in the aftermath of co-design efforts.

Theoretical implications: Although co-design processes are case-dependent, reflexive accounts of how they play out contribute to the body of knowledge of how co-design may be better understood. The cases in this paper identify paradoxes with implications for principles and theory of multi-actor co-design.

Originality/Value: This paper presents a detailed account of three unique co-design processes. Practical and theoretical implications of the cases are identified.  相似文献   

Evaluation and publication delay in Ibero-American scientific journals     

Jon Zabala  Borja González-Albo  Ana García-García  Aurora Garrido-Domínguez  José Ignacio Vidal-Liy  Luis R. Álvarez-Díez  Soledad Hernando-Tundidor  Yara Mostazo-Fernández  Teresa Abejón 《Learned Publishing》2023,36(2):205-216

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.  相似文献   

Editorial     

Vivienne Marie Baumfield  Denise Amelia Cush 《British Journal of Religious Education》2019,41(1):1-7

  相似文献   

Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Special Education in Ireland     

PÁID MCGEE 《欧洲特需教育杂志》2013,28(1):48-64

ABSTRACT

Special education in Ireland can be understood only against the background of the general system of education which is briefly described at the beginning of this article. While some special provision dates back to the nineteenth century the great expansion of services has happened in the past 30 years. The form of provision reflects the characteristics of the general system. Ireland has no legislation governing special education and the future is not easy to read just now.  相似文献   

Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors   总被引：1，自引：0，他引：1  

Xiang P  Lee A 《Research quarterly for exercise and sport》2002,73(1):58-65

Achievement goals and perceived motivational climate are two important constructs in achievement goal theory, and they play critical roles in student motivation and behavior Traditionally, these two constructs have been examined separately. The present study examined relationships between the two constructs and students' self-reported mastery behaviors as well as age-related differences. Three hundred eight students in 4th, 8th, and 11th grades completed questionnaires assessing their achievement goals, perceived motivational climate, and perceptions of their mastery behaviors. Results indicated that achievement goals and perceived motivational climate were related to students' self-reported mastery behaviors. However, the relations varied depending on the students' ages. The older students, compared to the younger ones, appeared to be inclined more toward ego orientation and the ego-involved climate. A multiple achievement goals perspective is recommended for future research on relationships among achievement goals, perceived motivational climate and achievement-related cognitions, and behaviors in physical education.  相似文献