Collaboration between universities and government laboratories     

Eric Ashby 《Minerva》1966,4(3):402-406

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On the uses of carbolic acid for engineers     

John Eyre Ashby 《Journal of The Franklin Institute》1862,74(4):275-276

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Choice of Academic Major at a Public Research University: The Role of Gender and Self-Efficacy     

Iryna Y. Johnson  William B. Muse 《Research in higher education》2017,58(4):365-394

Females are underrepresented in certain disciplines, which translates into their having less promising career outlooks and lower earnings. This study examines the effects of socio-economic status, academic performance, high school curriculum and involvement in extra-curricular activities, as well as self-efficacy for academic achievement on choices of academic disciplines by males and females. Disciplines are classified based on Holland’s theory of personality-based career development. Different models for categorical outcome variables are compared including: multinomial logit, nested logit, and mixed logit. Based on the findings presented here, first generation status leads to a greater likelihood of choosing engineering careers for males but not for females. Financial difficulties have a greater effect on selecting scientific fields than engineering fields by females. The opposite is true for males. Passing grades in calculus, quantitative test scores, and years of mathematics in high school as well as self-ratings of abilities to analyze quantitative problems and to use computing are positively associated with choice of engineering fields.  相似文献   

‘Do-it-yourself’ databases and the Local Area Network     

John M. Ashby 《TechTrends》1990,35(3):8-10

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Snow,at night     

Ashby Kinch 《Academic Questions》2005,18(4):67-67

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A contribution to the dialogue on African universities     

Eric Ashby 《Higher Education Quarterly》1965,20(1):70-89

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Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program     

Luciana Debs  Kurtis D. Miller  Iryna Ashby  Marisa Exter 《Research in Science & Technological Education》2019,37(3):297-323

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Class Size and Student Performance at a Public Research University: A Cross-Classified Model     

Iryna Y. Johnson 《Research in higher education》2010,51(8):701-723

This study addresses several methodological problems that have confronted prior research on the effect of class size on student achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where grades are nested within classes and students, and considers a wide range of class sizes across various disciplines. Based on data from undergraduate class sections at a single institution, the study provides consistent evidence of a negative effect of class size on grade performance, most substantially affecting the achievement of “A” grades with lesser effect on grades of “C” or higher. Because models with logarithmic specification show superior fit, this study also demonstrates that the effect of class size on students’ final grades diminishes as the class size increases. These findings suggest that a larger impact on student performance could be attained by further trimming enrollment in small classes than by reducing class size overall.  相似文献   

Modifications to the Bassin Anticipation Timer     

Charles H. Shea  Alan A. Ashby 《Research quarterly for exercise and sport》2013,84(2):278-280

Abstract

The purpose of this study was to ascertain and to analyze the attitudes of men and women undergraduate students at the University of California, Santa Barbara, concerning the desirability of intensive athletic competition for girls and women. In January 1966, a questionnaire and an attitude inventory were administered to a random stratified sample of 300 undergraduate students. The attitude inventory consisted of 38 statements which were divided into four categories— social-cultural, mental-emotional, physical, and personality. Two hundred and eighty-four questionnaires and attitude inventories (94.7 percent) were completed and were submitted to statistical analysis.

Although the population was found to be favorable in attitude, the range of scores indicated that considerable differences of opinion existed concerning the desirability of athletic competition for girls and women.  相似文献   

Stimulus Velocity,Duration and Uncertainty as Determiners of Response Structure and Timing Accuracy     

Charles H. Shea  John B. Krampitz  Homer Tolson  Alan A. Ashby  Rose M. Howard  William S. Husak 《Research quarterly for exercise and sport》2013,84(1):86-99

Abstract

The present experiments examined the effects of stimulus velocity, stimulus duration, and stimulus uncertainty on the spatial-temporal structure and timing accuracy of coincident timing responses. The results of Experiment 1 indicated that the response structure for aimed movements differed from that of ballistic movements but response accuracy was comparable for both movement conditions. However, when information concerning the stimulus velocity was provided, the responses to the faster stimuli (i.e., stimuli of shorter duration) appeared to be “speeded up” copies of those to slower stimuli and response accuracy increased as the stimulus velocity increased (i.e., stimulus duration decreased). When the stimulus velocity was not known, subjects initiated a common response for approximately 260 msec and response accuracy appeared to decrease as the stimulus velocity increased (i.e., stimulus duration decreased). Experiment 2 indicated that the stimulus duration rather than the stimulus velocity was the major determiner of both the spatial-temporal structure and timing accuracy and that a very fast and a very slow stimulus will be responded to similarly when the stimulus duration remains constant.  相似文献