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1.
The growing number of private schools in India, especially those accepting children from underprivileged households, has been considered demand driven. In contrast to this understanding, this paper argues that low-income parents in Okhla and Badarpur in Delhi, India, are compelled to send their children to private unaided recognised and unrecognised schools. These schools are used as interim schools during primary or elementary grades because of the perceived danger of sending younger children to distant government schools. Our findings show that parents encounter school choice dilemmas in three stages. Parents prefer sending their children to government schools, but being Muslim, they also prefer faith-based teaching in an Islamic environment, which they expect from government schools but not from private schools. Moreover, they prefer schools that offer all grades, do not charge fees, and have honest teachers who teach effectively, are dedicated and affectionate, and will instil discipline in their children. 相似文献
2.
Recent research indicates that toddlers can monitor others' conversations, raising the possibility that they can acquire vocabulary in this way. Three studies examined 2-year-olds' (N = 88) ability to learn novel words when overhearing these words used by others. Children aged 2,6 were equally good at learning novel words-both object labels and action verbs-when they were overhearers as when they were directly addressed. For younger 2-year-olds (2,1), this was true for object labels, but the results were less clear for verbs. The findings demonstrate that 2-year-olds can acquire novel words from overheard speech, and highlight the active role played by toddlers in vocabulary acquisition. 相似文献
3.
In Experiment 1, rats received escape training in which an exteroceptive feedback cue occurred in the safe box, and safe-box confinement durations of 5 or 20 sec were combined orthogonally with shock-box confinement durations of 5 or 20 sec. Exteroceptive feedback reliably facilitated escape performance relative to no-feedback controls when safe-box confinement was relatively longer than shock-box confinement. Confinement duration also facilitated performance in the absence of exteroceptive feedback. In Experiment 2, escape training with or without feedback was followed by extinction either with the feedback condition of prior training or with the opposite feedback condition. Feedback presentations in extinction reliably increased responding. Feedback removal reliably decreased responding relative to feedback controls. Introduction of feedback in extinction reliably enhanced performance relative to no-feedback controls. 相似文献
4.
2-year-old children interacted with a robot in a large playroom while their mother sat quietly in the corner. Identical vocalizations from the robot had very different effects on 3 dimensions of the children's behavior when the vocalizations were embedded in reciprocating and nonreciprocating social structures. The reciprocating robot produced (1) more topic-maintaining verbal dialogue, (2) less physical and more linguistically mediated social play, and (3) gender-specific effects on the children's tendency to visually reference their mother during the play session. The data are discussed with reference to the frequently encountered assumption that reciprocal social structures have an impact on children's behavior when the quantity and other qualitative dimensions of social stimulation are held constant, and with reference to the children's attributions about the robot as a social partner. 相似文献
5.
Debra Nestel Roger Kneebone Carmel Nolan Kash Akhtar Ara Darzi 《Assessment & Evaluation in Higher Education》2011,36(2):171-183
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn. 相似文献
6.
2 studies of word learning are reported. In Study 1, 24-month-old children and 2 adults played with 3 nameless objects. These objects were placed in a clear box along with a novel nameless object. The adults then displayed excitement about the contents of the box and modeled a new word. Comparison with a control condition indicated significant learning of the new word for the novel object. Study 2 followed the same procedure with one difference: the children played with the novel object while the adults were absent. Thus, at the time of the language model the target object was novel only to the adults, not to the children. Again subjects displayed significant learning of the new word. This last finding suggests that 24-month-old children understand that adults use language for things that are novel to the discourse context and that this novelty is determined from the speaker's point of view. 相似文献
7.
Abstract Customer orientation has been suggested to create competitive advantage of firms (Kohli &; Jaworski, 1990). Therefore, the recommendation to media managers has been to let the creation and delivery of customer value guide their strategies for advertising sales (Aris &; Bughin, 2005). However, the concept of customer value, what it is, and how it is created remains unclear in many ways. This article explores the concept of customer value in advertising media purchasing from the media seller's perspective. Between December 2007 and February 2008, sales representatives from three Swedish TV networks were studied through in-depth interviews and observations as they progressed through a negotiation process with a large advertiser and its media agency. A qualitative analysis of the media sellers' experiences shows that they see advertiser and agency to perceiving the value of advertising media differently. Also, they see the customer side parties as diverging in the processes by which these value perceptions are formed. The article reveals the inherent problem of customer orientation on advertising markets—that within media purchasing practice, several actors have their own idea of value, and an advertiser's understanding of value is not always a decisive factor. The TV networks in the study have all chosen different strategies to deal with these dualities. 相似文献
8.
Imran Ghous Zhaoxia Duan Jahanzeb Akhtar Muhammad Jawad 《Journal of The Franklin Institute》2019,356(16):9407-9431
This paper aims to solve the problem of sliding mode control for an uncertain two-dimensional (2-D) systems with states having time-varying delays. The uncertainties in the system dynamics are constituted of mismatched uncertain parameters and the unknown nonlinear bounded function. The proposed problem utilizes the model transformation approach. By segregating the proper Lyapunov–Krasovskii functional in concert with the improved version of Wirtinger-based summation inequality, sufficient solvability conditions for the existence of linear switching surfaces have been put forward, which ensure the asymptotical stability of the reduced-order equivalent sliding mode dynamics. Then, we solve the controller synthesis problem by extending the recently proposed reaching law to 2-D systems, whose proportional part is appropriately scaled by the factor that does not depend on some constant terms but rather on current switching surface’s value, which in turn ensures the faster convergence and better robustness against uncertainties. Finally, the proposed results have been validated through an implementation to a suitable physical system. 相似文献
9.
The purpose of the paper is to explore Students' perception of university teaching behaviours in Pakistan. Three hundred and fifty students from the six public sector Pakistani universities returned questionnaires. Assessment framework, learning activities and instructional strategies emerged from factor analysis as common factors. Students' views on five conceptual variables were also analysed: instructional design, active teaching, learning activities, questioning styles; and assessment framework. University teaching in Pakistan was found to be driven by assessment. This is a matter of concern for all stake holders, including the administration of the universities, teachers, students and the Higher Education Commission. A teaching behaviour paradigm shift is required, switching from knowledge-oriented teaching behaviour focused on successful passage through assessment, to teaching behaviour focused upon the development of transferable skills demanded by external markets. 相似文献
10.
Akhtar Ali Keith J. Topping Riaz H. Tariq 《美中教育评论》2010,7(5):66-77
This paper explores entrepreneurial attributes among the students of The Islamia University of Bahawalpur, a public sector Pakistani university. Multistage sampling was employed to maximize the representation. Five hundred and twenty one master＇s level students from thirty departments returned completed questionnaires. Three factors emerged： self efficacy, efficiency and commitment, and entrepreneurial inclinations. The majority of the students exhibited positive entrepreneurial attributes. However, there was no significant difference between negative and positive entrepreneurial attributes. There was no significant impact of demographic variables such as gender, parental income and profession on entrepreneurial attributes. Impact on practice and policy is discussed. 相似文献