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Reading and Writing - In the original publication, the article title was incorrectly published. The correct title has been given with this Correction. 相似文献
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ABSTRACTFor higher education graduates to be effective in the workplace, they require strong technical skills and the capability to operate across diverse knowledge landscapes to solve real world problems. At an Australian university, an interdisciplinary, short-term study tour programme was utilised to enhance students’ inexplicit employability skills with a focus on managing complexity while developing agility and creativity. To investigate the effectiveness of such a programme, we examined students’ perceptions of an interdisciplinary teamwork assessment task that was undertaken in an international context via a study tour model. We achieved this by, first, introducing a purposely designed interdisciplinary teamwork assessment task, which focused on students presenting innovative ideas to peers and industry members. Second, we elicited student responses via a case study approach that incorporated mixed methods, utilising several data collection instruments prior to, during, and after students participated in a study tour. The findings suggest that integrating a purposely designed interdisciplinary teamwork assessment task, via a short-term study tour model, uncovered certain inexplicit employability skills, namely managing complexity, developing agility and creativity. We make specific recommendations to support this insight, contributing to the mobility teaching and learning research field. 相似文献
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Chang Liu Linying Ji Sy-Miin Chow Boyoung Kang Leslie D. Leve Daniel S. Shaw Jody M. Ganiban Misaki N. Natsuaki David Reiss Jenae M. Neiderhiser 《Child development》2020,91(5):e1064-e1081
This study examined two possible mechanisms, evocative gene–environment correlation and prenatal factors, in accounting for child effects on parental negativity. Participants included 561 children adopted at birth, and their adoptive parents and birth parents within a prospective longitudinal adoption study. Findings indicated child effects on parental negativity, such that toddlers’ negative reactivity at 18 months was positively associated with adoptive parents’ over-reactive and hostile parenting at 27 months. Furthermore, we found that child effects on parental negativity were partially due to heritable (e.g., birth mother [BM] internalizing problems and substance use) and prenatal factors (e.g., BM illicit drug use during pregnancy) that influence children’s negative reactivity at 18 months. This study provides critical evidence for “child on parent” effects. 相似文献
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Integration of microfluidic devices with pressure-driven, self-powered fluid flow propulsion methods has provided a very effective solution for on-chip, droplet blood testing applications. However, precise understanding of the physical process governing fluid dynamics in polydimethylsiloxane (PDMS)-based microfluidic devices remains unclear. Here, we propose a pressure-driven diffusion model using Fick''s law and the ideal gas law, the results of which agree well with the experimental fluid dynamics observed in our vacuum pocket-assisted, self-powered microfluidic devices. Notably, this model enables us to precisely tune the flow rate by adjusting two geometrical parameters of the vacuum pocket. By linking the self-powered fluid flow propulsion method to the sedimentation, we also show that direct plasma separation from a drop of whole blood can be achieved using only a simple construction without the need for external power sources, connectors, or a complex operational procedure. Finally, the potential of the vacuum pocket, along with a removable vacuum battery to be integrated with non-PDMS microfluidic devices to drive and control the fluid flow, is demonstrated. 相似文献
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Meagan R. Talbott Gregory S. Young Jeff Munson Annette Estes Laurie A. Vismara Sally J. Rogers 《Child development》2020,91(3):743-753
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words. 相似文献
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Anthony J. Sadar 《Science & Education》2018,27(1-2):233-235
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