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Who borrows laptop computers in an academic health sciences library? Why do they choose to check out laptops? In a survey, laptop computer users responded that the laptops were used most frequently to do class-related work. Laptops were most often checked out because they could be taken to a quiet area of the library or to where the user had more room to work. The majority of such borrowers were satisfied or very satisfied with the laptops and the service from the library. The majority of those completing the survey were medical school students and graduate students. The circulation of laptop computers at this academic health sciences library is a very successful and popular program. 相似文献
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Tehila Nugiel Mackenzie E. Mitchell Damion V. Demeter AnnaCarolina Garza Paul T. Cirino Arturo E. Hernandez Jenifer Juranek Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160
English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes. 相似文献
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Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC 
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下载免费PDF全文 Esperanza Vera‐Toscano Margarida Rodrigues Patricia Costa 《European Journal of Education》2017,52(2):217-231
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed. 相似文献
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Aurora Esperanza Harris 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):188-191
A poem that highlights the life of Grace Lee Boggs, a Chinese American philosopher, activist, author, and feminist that passed away in Detroit, Michigan at the age of 100 years old on October 5, 2015. Now. Then. Tomorrow was written 2 days before Ms. Boggs’ memorial service. The poem contains the poet's memories of Ms. Boggs and community struggles related to race and class in Detroit, Michigan. 相似文献
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Tiberio Garza Margarita Huerta Tracy G. Spies Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《International Journal of Science and Mathematics Education》2018,16(8):1499-1519
Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms. 相似文献
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Esperanza Garza Salgado 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):102-120
The growing competitive environment in which Higher Education Institutions (HEIs) are immersed has caused them to be constantly focused on implementing new strategies that allow them to consolidate student loyalty. Among the strategies are those related to the use of social media, virtual brand communities and Brand Fan Pages (BFPs). This research aims to show the HEIs some new ways to increase brand loyalty through their BFP. Both qualitative techniques, 2 focus group sessions with students from public and private universities, and quantitative techniques, 200 interviews with young university students aged 18–23, were used to develop this research. Partial Least Squares (PLS) analysis was utilized to determine the relationship between variables. The main findings of the analysis indicate that it is possible for a higher education institution to increase student loyalty by generating positive experiences on their Brand Fan Page and generating greater platform use intensity. 相似文献
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Erwan Hamard Jean-Claude Morel Fernanda Salgado Alain Marcom Nicolas Meunier 《Journal of Cultural Heritage》2013,14(2):109-115
As part of a working definition of a new code of practice, this paper develops a methodology to determine the suitability of plasters manufactured on-site to protect the earthen walls of vernacular architecture buildings. Given the diversity of raw earth construction types, ranging from massive earth to stone masonry with earth mortars, and the variability of the materials used, two on-site tests (a shrinkage test followed by a shear test) were proposed. Those tests, as well as additional tests, were performed with lime/sand, earth/sand and earth with plaster admixtures. Lime/sand plasters do not typically pose shrinkage issues, which is why more earth based specimens were tested than lime based specimens. An analysis of the on-site testing complemented with laboratory tests reveals an antagonistic control of the bond between earth plaster and earthen wall based on clay content: an increase in the plaster clay content leads to increased bending strength, which strengthens the plaster and increased shrinkage, which weakens the plaster-wall interface. The heterogeneity of the wall leads to a wide range of results; therefore, this study was conducted to validate the formulation of plasters by means of shrinkage and shear tests at five different points on the wall. The shrinkage test allows finding the earth plaster formulations. Among all the validated formulations, the mason chooses the best one thanks to two criteria: the best workability (which is variable according to masons) with the highest clay content as possible. Then, when the formulation is chosen, the shear test must be done to verify if the bond between the plaster and the wall is high enough. This series of tests allows masons to validate formulations that will ensure good mechanical resistance of the plasters that protect buildings of vernacular earthen architecture. 相似文献
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Tiberio Garza Margarita Huerta Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《The Journal of educational research》2018,111(4):487-496
The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. 相似文献
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The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed. 相似文献