共查询到20条相似文献，搜索用时 859 毫秒
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介绍了实验室生物安全的特点及其管理工作的重要性,并对实验室生物安全管理工作的落实与检查进行了分析,指出其可操作性直接关系到实验室安全管理的成效。针对目前高校实验室安全管理现状,有针对性地建立和完善实验室安全管理体系、规章制度和微生物安全操作规范,并在实际工作中严格执行,将实验室生物安全工作的落实和检查不断细化、量化、规范化,使其具有可操作性,可不断提高实验室生物安全管理工作的水平。只有实验室生物安全工作的落实和检查具有切实的可操作性,才能为教学、科研事业的可持续发展提供坚实的保障。 相似文献
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日益严峻的生物威胁需要人类做好充足的相关人才储备,实验室生物安全防护能力是未来生物安全人才的必备素质之一。高等院校及科研院所实验室是推动科学研究发展、培养创新人才的主要阵地,必须高度重视实验室生物安全问题。陆军军医大学面向基础医学八年制本科学员开设了“实验室安全与防护”课程。文章对课程开展的背景、必要性、教学目标和内容设定进行了讨论,对课程教学过程中发现的主要难点问题进行了归纳总结,针对这些难点问题探索出可通过改变教学模式、借助教学技术、丰富教学途径等方面提升教学效果。本课题组的教学研究和实践,可为我国高校今后全面开展实验室生物安全教育提供经验借鉴和理论思考。 相似文献
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文章首先以中国知网(CNKI)数据库和Web of Science核心数据库为数据来源,搜集了2010~2019年国内外智慧校园相关的研究文献,共得中英文有效文献2411篇。接着,文章对这些文献进行了关键词词频统计分析和关键词聚类分析,绘制出2010~2019年国内外智慧校园研究的知识图谱,可视化呈现了近十年国内外智慧校园的研究热点。随后,文章总结了国内外智慧校园研究的发展趋势,并对比分析了国内外智慧校园研究和建设的异同。最后,文章针对未来国内智慧校园的发展提出了建议,以期为后续智慧校园的研究与建设提供参考。 相似文献
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Higher education research has overlooked online distance Masters students’ experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It introduces a key theme from the research: the concept of the ‘campus imaginary’, which emerged during analysis as a way of accounting for interviewees’ tendencies to attribute challenging experiences to being at a distance from their supervisors, peers and the university campus. Common issues for Masters students, such as unexpected obstacles, difficult supervisory relationships, lack of time, and feelings of isolation were interpreted by students as features of the online dissertation process. We argue that the over-privileging of the campus and the face-to-face experience affects students’ campus imaginaries, but that imaginaries also leave space for more productive ways of engaging with online students at the independent research stage. 相似文献
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J. Fredericks Volkwein Bruce P. Szelest Alan J. Lizotte 《Research in higher education》1995,36(6):647-670
This research draws upon merged national databases containing federal crime statistics, community demographic data, and campus characteristics. The study displays the trends in campus crime since 1974, and using 1990 data, examines the relationships between three measures of campus crime and 23 predictors developed for this study. The results show that campus rates of both violent crime and property crime are falling, especially since 1985. Moreover, students are considerably safer on campus than in the cities and communities surrounding them. The lowest average crime rates are found at two-year colleges, while the highest overall rates are at medical schools and health science centers. None of the community characteristics, including community crime and poverty rates, are significantly associated with campus crime. While campus organizational measures in general are more highly related to campus crime than are student characteristics, we find differences in the patterns of variables associated with violent crime versus property crime. Factors associated with property crime are partially consistent with existing theory on criminal activity. Factors associated with violent crime are more complex and difficult to predict.An earlier version of this paper was the winner of the regional Best Paper Award from the North East AIR annual meeting in Bolton Landing, N.Y., November 1993. It was presented again at the Association for Institutional Research Forum, New Orleans, Louisiana, May 1994. 相似文献
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Lisa Miller 《Community College Journal of Research & Practice》2013,37(7):515-529
ABSTRACTThis study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome. 相似文献
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First year adult learners (23 years of age and older) from a residential campus and an urban commuter campus and traditional age (17–20 years of age) freshmen were compared on a variety of demographic variables. Many of the commonly held assumptions about older students visà-vis younger students were substantiated. In general, adult learners at the residential campus comprised a distinct group unlike commuter campus adult learners and traditional age freshmen. Implications and suggestions for additional research are discussed. 相似文献
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关于校园文化活动的思想政治教育研究 总被引：1，自引：0，他引：1
校园活动被称为“隐形课程”,对大学生思想政治教育具有潜在的、无形的和不可抗拒的影响.本文以校园文化活动为研究对象,通过阐述高校开展校园文化活动的现状,分析目前所开展校园文化活动中存在的问题.由于校园文化活动与思想政治教育有着重要的辩证关系.因此,文章提出了在开展校园文化活动中发挥思想政治教育功能的主要措施及其后续研究的建议. 相似文献
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高校数字化校园的应用范围涉及高校的各个部门,其应用系统结构可以划分为组织管理、教学科研、公共服务三个层次,在高校开展数字化校园建设的同时,要为每个应用层次分别设计适用的管理方法与应用推进策略,方能协调各个部门共同推进数字化校园的应用,促进数字化校园的建设。 相似文献
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A survey of faculty at a research-oriented public university in the midwest identified four major sources of support for faculty. These are off-campus personal supports including spouse or significant other, family, friends, a former professor, and the religious community; colleagues within the academic unit; professional supports outside the unit such as administrators, colleagues on campus with common research interests, and national and international networks; and a minority network including minority faculty in the unit and on campus and other ethnic or cultural groups off campus. The primary source of support for faculty was a spouse or significant other. Differences in types of career supports were examined for women and men and for faculty at different ranks.This research was partially supported by an Affirmative Action Grant awarded by The Ohio State University, 1987–88. 相似文献
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Karen L. Tonso 《Cultural Studies of Science Education》2006,1(2):273-307
The research reported here contributes to understanding how student engineers on an engineering campus in the US mid-continent not only talked about the kinds of people recognized as engineers on campus, but also juxtaposes their talk about “campus engineer identities” with two students' ways of presenting themselves as engineers through engineering project teamwork to argue that campus engineer identities framed on-campus interpretations of actions, and ultimately that identity production was a complicated process through which campus engineer identities (cultural knowledge learned on campus) provided a lens of meaning through which to “recognize” (or not) performances of engineer selves as engineers. This research adds to conversations about identity in practice, especially identity production in science education, by suggesting the importance of cultural forms for belonging, especially at an obdurate site of science practice like the campus studied. 相似文献
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黄玉娇 《柳州职业技术学院学报》2014,(6):29-31
以大学生公德为研究视角,揭示了大学生的校园环境卫生意识淡薄、校园公共秩序意识淡薄、不懂得珍惜爱护公共财产、校园人际交往的"自我化"等校园公德缺失的现状。并从学校、社会、学生群体自身等方面分析了大学生校园公德问题的原因,提出加强大学生校园公德培养的具体途径。 相似文献