首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper reports on findings from a Leadership Foundation for Higher Education funded project exploring the role of associate deans in UK universities. While the number of associate deans leading cross-curricular and inter-disciplinary initiatives appears to be on the increase, there has been very little research focusing on the exact nature of the role and its importance, or otherwise, in the leadership and management of universities. Drawing on mixed-methods data from 15 semi-structured interviews and a follow-up online survey (n = 172), this paper reports on how the role is defined and positioned in relation to university organisational structures and identifies what the similarities and differences are between associate deans working at traditional and modern universities. As the first national survey of the role, it is argued that this paper makes a significant and original contribution to knowledge. By drawing on the concept of distributed leadership, the paper also offers new theoretical insights into how different types of universities in the UK are responding to external pressures as a consequence of the fast-changing and increasingly complex sector environment.  相似文献   

2.
This article extends the ongoing argumentation of ‘public’, publics and universities by providing a conceptual discussion of issues at the core of the public sphere: how does public form and exist amid private and individual life and pursuits, and how does a collective public body identify itself. The discussion is placed in dialogue with two earlier contributions to ‘becoming (a) public’ by Simons and Masschelein (European Educational Research Journal, 8(2), 204–217, 2009) and Biesta (Social & Cultural Geography, 13(7), 683–697, 2012). Brought together, these contributions constitute a definition of a programmatic public pedagogy at the university. This article develops the definition of a programmatic public pedagogy by drawing on the conceptual core meanings of public in continental antiquity, Enlightenment and American pragmatism. The author discusses public as (1) indefinitely circulating discourses, (2) sociability between strangers, (3) macro structures and (4) the political public sphere. The article reveals that the ‘becoming (a) public’ extends and occurs across a broad spectrum, and that the discursive and sociable manifestations of public are not secondary to explicitly political action but have an inherent value in themselves. The article distinguishes the character of public as constant openness to the emergence of what is yet not known from interpretations that locate public in the existing structures, ideologies and forms of action. The dialogue with Simons and Masschelein and Biesta shows that this distinction has critical implications on how programmatic public pedagogy is understood at the university.  相似文献   

3.
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.  相似文献   

4.
This qualitative study explores how to better attract international students as perceived from the viewpoints of both international students and university administrators. The 7Ps marketing mix conceptual framework and thematic analysis were utilized to analyze qualitative data solicited from both focus group discussions involving 75 international students and in-depth interviews with four administrators at two public universities in Yunnan province, China. The results indicate that two factors mainly affect students’ decisions on an international education destination: geographical location (Place) and cost of study (Price). Furthermore, the study recommends applying the 7Ps as a totality in university recruitment practices.  相似文献   

5.
When preparing TPACK ready teacher candidates, faculty must incorporate and model TPACK within the teacher education curriculum, which often requires an ongoing change process. But for change to take place we must consider the role leadership plays in the innovation of change. Leaders, deans and department heads must be an integral part of this process. The challenge for innovation, change and education technology leaders is to transform teacher preparation programs into fully realized TPACK environments and determine the necessary learning opportunities and support necessary to motivate college leaders and faculty to fully embrace the change process. This article outlines a collaborative ongoing process and blueprint that leaders should consider as they make plans for the effective integration of TPACK into their colleges. “Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt” (Niess, 2008, p.225). Leaders, deans and department heads must be an integral part of this process if it is to be successful. While technology can support changes in how teacher educators teach and future teachers learn to teach (Dilworth et al., 2012), teaching with technology is a “wicked problem” in that it has “incomplete, contradictory and changing requirements” (Koehler & Mishra, 2008, p.10). New and innovative ways of confronting this complexity must address core knowledge base components that include content, pedagogy, and technology. These components have been used as the foundation for a technology , pedagogy , and content knowledge (TPACK) framework known as technological pedagogical content knowledge, or TPCK (AACTE, 2008; Koehler & Mishra, 2008; Mishra & Koehler, 2006; Pierson, 1999). But what is the role of leaders where TPACK based processes are being implemented in university teacher preparation programs? Educational technology leaders often approach models for teacher preparation in collectives that examine them iteratively. The 2012 National Technology Leadership Summit brought together the American Association of Colleges for Teacher Education (AACTE) and its Innovation and Technology Committee. Representatives from college administrations met and examined leadership issues facing deans, directors and chairs as they work to support college-wide change facilitating faculty and teacher candidates in the task of becoming TPACK proficient. This work built upon a CITE (Contemporary Issues in Technology and Teacher Education) journal editorial focused on initial conversations around leadership needs for effective TPACK implementation (Dexter, Herring, & Thomas, 2012). A presentation at AACTE 2013 extended this work with teacher preparation and education technology leaders sharing “what worked” in their colleges around these processes. A panel presentation at the 2013 Society for Information Technology and Teacher Education (SITE) Conference also shared insights into a blueprint for key areas that leaders should consider as they make plans for the effective integration of TPACK into their colleges as well as several implementation case studies. This article compiles this iterative work from a leadership perspective. While the challenge is to transform teacher preparation programs into fully realized TPACK environments, leadership becomes the key in developing new ways of confronting this complex issue that must address core knowledge base components inclusive of content, pedagogy and technology. To accomplish this task, faculty are faced with incorporating modeling these ideas within a teacher education curriculum in concert with ongoing change processes. A solid understanding of the interactions of these components can result in effective teaching with technology in varied and diverse settings; but the critical role of leadership in making such changes must first be considered. The critical features of a blueprint for leaders is based upon the work of Leithwood and colleagues’ framework comprised of three key leadership functions associated with improved student outcomes (Day, Sammons, Leithwood, Kington, 2008; Leithwood, Harris & Hopkins, 2008; Leithwood & Jantzi, 2008; Leithwood & Riehl, 2003). The three major component of the Leithwood transformational leadership model are: (1) Building vision and setting direction (2) Developing people through understanding people and (3) Developing the organization through redesigning it. Leithwood, Begley and Cousins (1994) define transformational leadership as follows: The term ‘transform’ implies major changes in the form, nature, function and/or potential of some phenomenon; applied to leadership, it specifies general ends to be pursued although it is largely mute with respect to means. From this beginning, we consider the central purpose of transformational leadership to be the enhancement of the individual and collective problem-solving capacities of organizational members; such capacities are exercised in the identification of goals to be achieved and practices to be used in their achievement (p. 7). Transformational leaders can create significant change in both followers and the organization with which they are associated (Griffin, 2003). Transformational leaders also find common ground that allows them to enlist followers in processes of change. Fullan (2010) finds that for true reform to take place, resolute leadership that remains focused is critical when new ideas encounter serious difficulty, thereby sustaining and building on success. To achieve this task and create significant change, transformational education leaders realize that true technology integration means understanding and negotiating the relationships between the three components of knowledge and going beyond a “business” organizational model to create change in teacher preparation programs. Too often organizations start down the road to change without being clear on key factors that influence the outcomes of the initiative. Deans and educational leaders must develop a model for change based upon both the organizational culture and the environments they need a set of resources to help and guide them to integrate a framework like TPACK. Through ongoing collaboration and discussion the focus has been around the development of a leadership module which would help leaders establish a vision and set a direction for addressing TPACK. The purpose of a leadership module would be to provide Deans and other educational leaders with the tools they need for full-scale implementation and motivate them to redesign their programs while continuing to improve and sustain a developing / changing curriculum.  相似文献   

6.
Who are the people who become positive educational leaders? This essay presents WICS as a model of positive educational leadership. WICS stands for wisdom, intelligence, creativity, synthesized. Each of these elements is asserted to constitute one of the elements of educational leadership. Regrettably, our society is organized around a closed system of selection and talent development that emphasizes intelligence in a narrowly defined way that sometimes ignores its synthesis with creativity and wisdom.  相似文献   

7.
The purpose of this study was to investigate and describe the mentorship experiences of Black student athletes attending undergraduate programs at a Predominantly White Institution in Higher Education (PWI-HE). The research site for this study was a co-educational public research institution (PWI-HE) with an approximate enrollment of 45,000 students. A total of six Black student athletes (five African American and one Jamaican) agreed to participate in this study. Four major interrelated and complex themes emerged from the data analyses. These themes were: (a) mentoring study habits and routines, (b) mentoring academic schedule and time management, (c) personal development within an isolated environment, and (d) family members’ support and encouragements. To better support Black student athletes at PWI-HEs, athletic department administrators, coaches, faculty, and all students should be encouraged to respect, value, and embrace the racial identities, origins, languages, and cultures of the student athletes that are being mentored.  相似文献   

8.
A great amount of foodborne pathogens were Gram-positive(G+) bacteria, a threat to public health. In this study, considering the binding ability of nisin towards G+ bacteria and the stable fluorescent ability of EGFP protein, a fluorescent nisin–EGFP protein probe was constructed by a gene engineering method. Nisin and EGFP were used as the receptor and fluorophore, respectively, to detect G+ bacteria. The nisin and egfp gene were amplified separately according to the sequence published in Gen Bank using unique primers. The two genes were cloned into a pET-28b(+) vector resulting in apET-28b(+)–nisin–egfp vector. The vector was transferred into Escherichia coli(E. coli) BL21(DE3) for expression. The expressed protein was extracted, purified by a Ni–NTA column, and then tested by the SDS-PAGE method to confirm its molecular weight. Listeria monocytogenes(L.monocytogenes), Staphylococcus aureus(S. aureus), and Micrococcus luteus(M. luteus) were used as the representations of G+ bacteria. E. coli O157, representing the gram-negative(G-) bacteria, was used as a negative control. The binding specificity of the recombinant protein was performed on two types of bacteria and then detected through fluorescent microscopy. The results indicated that the nisin–EGFP probe could detect G+ bacteria at 10~8CFU/mL.  相似文献   

9.
A circular jet has broad and important applications in practical engineering. Most research in this area has focused on a free jet, a wall jet or a vertical jet in a bounded domain. In this study, the mean velocities of circular offset jets were studied for four jet exit Froude numbers (Fr), three offset heights (S) (S/d=1, 2, 3) and three submergence ratios (ht/S) (surface jet, mixed jet, and submerged jet) in a bounded basin. Based on the results, we propose a velocity decay formula for a circular jet. The lateral velocity spread was more consistent with Gaussian and Cauchy–Lorentz distributions than the vertical velocity. Moreover, Fr had little effect on the decay of the mean velocity for a circular jet when Re>1×104. The lateral and vertical spreads showed a quadratic relationship with the streamwise distance for different values of Fr at X/d<10. The positions of maximum mean velocity decay were independent of Fr and S/d when X/d<10. The spread rate was more uniform in the lateral direction than that in the vertical direction in a certain region for different S/d and ht/S. Therefore, the decay, spread, and maximum velocity position of the mean velocity for a circular offset jet can remain stable under different values of Fr, offset height, and submergence ratio.  相似文献   

10.
Engaging students as partners (SaP) in teaching and learning is an emerging yet contested topic in higher education. This study interviewed 16 students and staff working in partnership across 11 Australian universities to understand how they conceptualised SaP and the opportunities they believed SaP afforded their universities. Thematic analysis revealed three overlapping conceptions of partnership: SaP as counter-narrative, SaP as values-based practice, and SaP as cultural change. The findings are first interpreted through the lens of liminality and an ethic of care. This is followed by a discussion of inclusivity of involvement, resistance, and reinforcement of neoliberal agendas despite good intentions. Finally, implications for cautious enactment of both practice and research are offered.  相似文献   

11.
The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students’ perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher–student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher–student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed.  相似文献   

12.
In this article, we discuss how ‘managerialist’ and ‘leaderist’ discourses (O’Reilly and Reed Public Administration 88:960–978, 2010; Organization Studies 32:1079–1101, 2011) are drawn upon in the context of the deregulation of Swedish higher education. As of 2011, there has been new legislation that frames Swedish universities as ‘autonomous’ and transfers most of the regulative responsibilities from the government level to university vice-chancellors. The aim of this article is to inquire into how tensions within and between managerialist and leaderist discourse are handled in the promotion of New Public Management reforms and the consequences thereof in terms of how leadership in the higher education sector is constructed. We analyse how these discourses are employed in the core documents leading up to the 2010 Riksdag decision to enact most of the proposed deregulations, and the subsequent evaluation undertaken by the social democratic government that took over in 2014. Based in this analysis, we suggest that the texts indeed draw upon notions of leadership and leaders as necessary for Swedish universities to survive and thrive in the future, but that the envisaged practise of this ‘strong leadership’ can either be characterised as a discursive void or described in terms of de-personalised, instrumental managerial surveillance and control.  相似文献   

13.
This paper focuses on the curriculum links between statistics and science that teachers need to understand and apply in order to be effective teachers of the two fields of study. Meaningful statistics does not exist without context and science is the context for this paper. Although curriculum documents differ from country to country, this paper uses extracts from three countries: Australia, New Zealand and the USA. The statistical ideas from the Australian Curriculum: Mathematics, the New Zealand Mathematics and Statistics Curriculum and the US Common Core State Standards for Mathematics are linked to the relevant parts of the Australian Curriculum: Science, the New Zealand Science Curriculum and the US Next Generation Science Standards for States, by States. Teachers of mathematics need to be aware of the potential of science to provide meaningful contexts within which to set statistical investigations. Similarly, teachers of science, who are developing methods for implementing investigations and experiments in their classrooms, need to be aware of the close ties to statistical tools for decision-making.  相似文献   

14.

Objective

Salmonella enterica remains a major cause of food-borne disease in humans, and Salmonella Typhimurium (ST) contamination of poultry products is a worldwide problem. Since macrophages play an essential role in controlling Salmonella infection, the aim of this study was to evaluate the effect of glycyrrhizic acid (GA) on immune function of chicken HD11 macrophages.

Methods

Chicken HD11 macrophages were treated with GA (0, 12.5, 25, 50, 100, 200, 400, or 800 μg/ml) and lipopolysaccharide (LPS, 500 ng/ml) for 3, 6, 12, 24, or 48 h. Evaluated responses included phagocytosis, bacteria-killing, gene expression of cell surface molecules (cluster of differentiation 40 (CD40), CD80, CD83, and CD197) and antimicrobial effectors (inducible nitric oxide synthase (iNOS), NADPH oxidase-1 (NOX-1), interferon-γ (IFN-γ), LPS-induced tumor necrosis factor (TNF)-α factor (LITAF), interleukin-6 (IL-6), and IL-10), and production of nitric oxide (NO) and hydrogen peroxide (H2O2).

Results

GA increased the internalization of both fluorescein isothiocyanate (FITC)-dextran and ST by HD11 cells and markedly decreased the intracellular survival of ST. We found that the messenger RNA (mRNA) expression of cell surface molecules (CD40, CD80, CD83, and CD197) and cytokines (IFN-γ, IL-6, and IL-10) of HD11 cells was up-regulated following GA exposure. The expression of iNOS and NOX-1 was induced by GA and thereby the productions of NO and H2O2 in HD11 cells were enhanced. Notably, it was verified that nuclear factor-κB (NF-κB) and c-Jun N-terminal kinase (JNK) pathways were responsible for GA-induced synthesis of NO and IFN-γ gene expression.

Conclusions

Taken together, these results suggested that GA exhibits a potent immune regulatory effect to activate chicken macrophages and enhances Salmonella-killing capacity.
  相似文献   

15.
1　Introduction　AmatrixA∈Cn×missaidtobecentrohermitianifA =Jn AJm,andskewcentrohermitianifA =-Jn AJm,where Adenotetheconjugateofthema trixAandJlisthepermutationmatrixoforderlwithonesonthecrossdiagonal(bottomlefttotopright)andzeroselsewhere .ThehermitianToeplitzmatricesformanimportantsubclassofcentrohermi tianmatriceswhichoccurnaturallyindigitalsignalprocessingandotherareas ,seeforinstance[1] andreferencetherein .Thecentrohermitianandrelatedmatricesrecentlyplayanimportantroleinthesolu…  相似文献   

16.
  相似文献   

17.
  相似文献   

18.
Chlamydia psittaci is an important zoonotic pathogen in birds and may be transmitted to humans and result in severe respiratory disease. To assess the prevalence and genotype of C. psittaci in birds in Kunming, Yunnan, China, a total of 136 specimens of psittacine birds involving 8 species were collected from the city’s zoos (n=60) and pet markets (n=76). The frequency of C. psittaci infection was 19.9% (27/136) in the psittacine birds. The prevalence of C. psittaci was higher in pet birds (26.3%; 20/76) than in zoo birds (11.7%; 7/60) (P=0.034). In particular, among Agapornis fischeri, the C. psittaci infection (50%; 10/20) was significantly more frequent in the pet markets than in the zoos (P=0.006). In addition, the highest prevalence of 41.2% (7/17) was found in Ara ararauna. To determine the genotype of C. psittaci, 23 OmpA gene fragments (about 1.4 kb) in 27 positive samples were successfully amplified and sequenced. Phylogenetic analysis showed that all the 23 strains belonged to genotype A. Our results demonstrate the high prevalence of C. psittaci genotype A infection in psittacine birds in Yunnan Province, suggesting a potential threat to human health in this area. Therefore, it is necessary to take effective measures to prevent the spread of C. psittaci among psittacine birds, as well as among employees and customers.  相似文献   

19.
The objective of this study was to describe the fecal microbiota succession of piglets from birth to post-weaning by pyrosequencing. The dominant bacterial phyla were Bacteroidetes, Firmicutes, Proteobacteria, and Fusobacteria, although the composition of the fecal microbiota changed as the piglets grew. Bacteroides, Parabacteroides, Prevotella, Lactobacillus, unclassified Lachnospiraceae, Ruminococcus, Oscillospira, Phascolarctobacterium, and Desulfovibrio were the core genera in the feces of piglets and existed from birth to post-weaning. Bacteroides was the most abundant at birth; however, the proportion of Bacteroides decreased as the piglets aged, while the proportion of Prevotella increased until it became the most abundant genus at the post-weaning stage. Principal coordinate analysis indicated that the microbial communities of piglet fecal samples from birth to post-weaning could be separated into four groups according to the similarity of community composition. These corresponded to time points on day 0 (birth); day 7; days 14, 21, and 28 (pre-weaning); and day 35 (post-weaning). This study suggests that the development of the intestinal microbiota in the piglet is a gradual and sequential process. This methodology establishes a basis for broader studies to investigate the microbiota of the piglet intestinal tract.  相似文献   

20.
In this paper I argue for using the concept of contribution to activity to understand student engagement with science education and its transformational potential in formal settings. Drawing on transformative activist stance, I explain contribution as how individuals take part in and transform collective practices according to their own life agendas and get transformed themselves. As contribution to science education is a concept based on transformation, not adaptation, it can be especially informative when examining how underrepresented students in science can be more engaged in science education and eventually science. Using survey, interview and group conversations, and field observations in an undergraduate physics course, I put forward Zoey’s case to illustrate my argument and show how her contribution to the activities in the course initiated change in the activity among her peers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号