排序方式： 共有14条查询结果，搜索用时 15 毫秒
1.
Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems. 相似文献
2.
High infant mortality rates among American Indians are disproportionate to state statistics for other races and higher than the national average. These findings prompted a community health center in a large Midwestern city to create and provide an American Indian infant mortality reduction project in the early 1990s. Strategies for program implementation included networking with local organizations, communicating with reservation health clinics throughout the state, educating American Indian mothers and their community about factors contributing to American Indian infant mortality, and providing individual case management to American Indian women and infants. We offer this article for three reasons: This grant project was successful, disparity in rates of infant mortality among peoples of color continues, and a paucity of information exists about the health behaviors of American Indian women. 相似文献
3.
The response to intervention of English language learners at risk for reading problems 总被引：1，自引：0，他引：1
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade. 相似文献
4.
Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students. 相似文献
5.
This paper describes a research project that was designed to provide a group of bright undergraduate students with a meaningful research experience that would encourage and motivate them to attend graduate school for further education and research. The project illustrated basic research techniques and the nature of the job of a researcher to undergraduates who had had limited or no opportunities for research. The students were involved in all phases of the project to ensure that they would gain the confidence needed to do research on their own. In this project the students were given an opportunity to do research that involved parallel processing. 相似文献
6.
验证收缩骨骼肌细胞葡萄糖转运蛋白4（GLUT4）基因的表达在转录水平上是否受转录抑制子Ⅱ型HDAC5蛋白（简写为HDAC5）的调节。研究运用运动模拟信号5-氨基-4-甲酰胺咪唑核糖核苷酸（AICAR）和HDACs抑制剂SCRIPTAID孵育骨骼肌细胞。用蛋白印迹技术测定HDAC5蛋白表达,定量RT-PCR法检测GLUT4 mRNA表达。与无AICAR的对照组相比,AICAR组骨骼肌细胞内HDAC5减少了29%,并伴随有124% GLUT4 mRNA的增加,但肌细胞内HDAC5的蛋白总量无变化;使用HDACs抑制剂SCRIPTAID刺激骨骼肌细胞能够明显增加核心组蛋白乙酰化水平和上调GLUT4基因的表达。这些结果提示,通过AICAR和SCRIPTAID分别减少或抑制核HDAC5均能上调骨骼肌细胞GLUT4基因的转录,HDAC5可能在转录水平上对肌肉收缩引起的GLUT4基因的表达起着重要的调节作用。 相似文献
7.
8.
A student advisory committee was formed to complement program evaluation for an open learning center. The center's staff found that the student committee members not only gave valuable feedback about instruction and services but also served as excellent problem-solvers. As a result of this committee, the center improved its evaluation process, the staff gained insight into problems from the student's perspective, and, most important, the students were given an opportunity to develop themselves.Girard Weber holds an MA degree in Educational Measurement and Statistics from the University of Iowa and MA in Linguistics and English Literature from Northern Illinois University. His chief research interests are in assessment, and retention, especially of nontraditional students.Steven Prater holds a Masters of Education in Guidance and Counseling from the University of Illinois, Champaign-Urbana. He is currently Counselor for the Open Learning Center of John Wood Community College. He has worked as a counselor for nine years and has been a staff sponsor and mentor for nontraditional students and student groups. 相似文献
9.
10.
The purpose of this study was to investigate teachers’ beliefs regarding the integration of technologies from the 2011 K-12 edition of the Horizon Report into their local, public school contexts. Teachers read the Horizon Report and then participated in an asynchronous, threaded discussion focusing on technologies they would like to see integrated into their classrooms and technologies they do not see possible in the near term. Qualitative methods were used to analyze the discussion. Findings include the teachers’ desire to see mobile technologies integrated into their classrooms, and their belief that there are significant barriers to game-based learning. 相似文献