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The study reported in this paper examines the institutional cost structures of the postsecondary vocational education system in Turkey. The study uses a single-output quadratic cost function to analyze 65 individual vocational schools located within the 28 existing universities. Appropriate controls for institutional quality, discretionary allocation of staffing resources, the degree of technical instruction in the cirriculum, and regional variation are also included. Both average and marginal costs for each school are estimated over relevant ranges of student enrollments for determing prospective degrees of economies of scale. The findings should help policy makers in Turkey determine which vocational schools can reap efficiencies by an expansion (or contraction) of their student enrollments. 相似文献
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DETERMINANTS OF RESEARCH PRODUCTIVITY IN HIGHER EDUCATION 总被引：5，自引：2，他引：3
As research expenditures have risen and assources of research funding have changed, an increasedemphasis on research performance has developed in U.S.research universities. Although much of the historical debate has centered around the individualattributes of faculty, several recent studies have begunto focus on the effect of program or organizationalfactors as powerful attributes for enhancing suchproductivity. This paper extends the findings of these recentstudies by examining the relationship between academicresearch productivity and institutional factors from themost recent National Research Council data on the nation's research universities and theirprograms in the four broad fields of the biologicalsciences, engineering, the physical sciences andmathematics, and the social and behavioral sciences. Several findings are recommended forinstitutional policymakers. 相似文献
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Güngör Abdi Sari Halil I. 《International journal for the advancement of counseling》2022,44(3):414-431
School burnout refers to psychological reactions to academic stress and loads and has been identified as a risk factor contributing to academic failure and subsequent mental health challenges. However, academic motivation, hope, and meaning in life can be potential combating factors against school burnout. This study aimed to examine the effects of academic motivation on school burnout in college students and explore mediator roles of hope and meaning in life. A path analysis was performed with the data collected from 544 Turkish college students to test the direct and indirect effects. The results showed that the direct effects from the three academic motivation variables to school burnout variables were larger than the indirect effects. Both mediators played roles in the relations between amotivation and efficacy and intrinsic motivation and efficacy. The last finding was that hope played more significant mediator roles than meaning in life. The results were discussed, along with implications for faculty, college counselors, and future studies.
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Since Proportional?+?Integral?+?Derivative (PID) controller is still the workhorse in taking over the workload of process control systems, this article introduces a new design methodology toward improving the performance of such controller. After a PI control law with windup protection is given, it is combined with a derivative path employing a first-order low pass filter in an innovative way to develop a performant controller called PI?+?DF controller. In attempting to attain a high level of control performance, gains of this controller including proportional, integral, derivative and filter gains are tuned choosing the recently introduced Stochastic Fractal Search (SFS) algorithm owing to its superiority to many state-of-the-art algorithms considering convergence, accuracy and robustness. To evaluate the efficacy of SFS, Particle Swarm Optimization (PSO) is also applied to the case study. Furthermore, the presented SFS optimized PI?+?DF controller is compared to a recently reported control scheme through simulation and experimental tests on an identical DC servo system. After providing the stability proof, SFS tuned PI?+?DF controller is found to be the pioneer in exhibiting the most accurate speed response profile under complicated scenarios, which is followed by PSO tuned PI?+?DF controller and the existing control approach, respectively. 相似文献
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Halil Turgut 《Science & Education》2011,20(5-6):491-515
The aim of developing students?? understanding of the nature of science [NOS] has been considered an important aspect of science education. However, the results of previous research indicate that students of various ages and even teachers possess both inaccurate and inappropriate views of the NOS. Such a failure has been explained by the view that perceptions about the NOS are well assimilated into mental structures and resistant to change. Further, the popularization of pseudoscience by the media and the assimilation of pseudoscience into previously established scientific fields have been presented as possible reasons for erroneous popular perceptions of science. Any teaching intervention designed to teach the NOS should first provoke individuals to expose their current ideas in order to provide them the chance to revise or replace these conceptual frameworks. Based on these assumptions, the aim of this study was to determine whether a teaching context based on the issue of demarcation would provide a suitable opportunity for exposing and further developing the NOS understandings of individuals enrolled in a teacher education course. Results indicate that a learning intervention based on the issue of demarcation of science from pseudoscience (in the specific case of astrology) proved an effective instructional strategy, which a majority of teacher candidates claimed to plan to use in their future teachings. 相似文献
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Halil Tümay 《Science & Education》2016,25(1-2):21-46
Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students’ failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on this argument, undergraduate students’ conceptions of acids, and acid strength (an emergent chemical property) were investigated and it was examined whether or not they conceptualized acid strength as an emergent chemical property. The participants were 41 third- and fourth-year undergraduate students. A concept test and semi-structured interviews were used to probe students’ conceptualizations and reasoning about acid strength. Findings of the study revealed that the majority of the undergraduate students did not conceptualize acid strength as an emergent property that arises from interactions among multiple factors. They generally focused on a single factor to predict and explain acid strength, and their faulty responses stemmed from their failure to recognize and consider all factors that affect acid strength. Based on these findings and insights from philosophy of chemistry, promoting system thinking and epistemologically sound argumentative discourses among students is suggested for meaningful chemical education. 相似文献
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