Miracle drug, miracle baby     

Direcks A  Holmes HB 《New scientist (1971)》1986,112(1533):53-55

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Starting Points for Lowering the Barrier to Spatial Data Preservation     

Anita E. Locher 《Journal of Map & Geography Libraries》2016,12(1):28-51

There is general agreement that spatial data adds particular difficulties to digital preservation due to, for example, the complexity of data models and semantics specific to individual thematic areas. However, there is a lack of literature providing an overview of the challenges and analyzing in particular the effort required to surmount these in combination with the potential added value gained through digital preservation.

The Delphi method was used to evaluate obstacles to archiving geographic vector and raster data serving as a basis for topographic base map creation, seen through the lens of data producers, providers and guardians. Two international Delphi groups were questioned on developments regarding geodata, and their influences on access and preservation.

The mentioned handicaps to preservation were of financial, managerial, legal, and technological in nature. The latter have a higher probability to be surmounted within at least 10 years than non-technological. The study shows that the lack of standardization and the use of proprietary formats is still a central problem. Furthermore, the consciousness about the value of geographic assets is considered most likely to rise early. As a good starting point for improving archiving of spatial data, we also suggest the controlled disposal of superfluous data as a measure to reduce cost.  相似文献   

Reading comprehension,working memory and higher-level language skills in children with SLI and/or dyslexia     

Anita M.-Y. Wong  Connie S.-H. Ho  Terry K.-F. Au  Catherine McBride  Ashley K.-H. Ng  Lesley P.-W. Yip  Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361

This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia.  相似文献   

Measuring the impact of information skills training: a survey of health libraries in England          下载免费PDF全文

Stephen Ayre  John Barbrook  Colin Engel  Patricia Lacey  Anita Phul  Paul Stevenson  Suzanne Toft 《Health information and libraries journal》2015,32(1):50-60

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Science education for all,some or just a few? Feminist and gender perspectives on science education: a special issue     

Anita Hussénius 《Cultural Studies of Science Education》2014,9(2):255-262

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Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”     

Aaron C. McDonald  Rodney A. Green  Anita Zacharias  Laura Y. Whitburn  Diane L. Hughes  Meg Colasante  Heath McGowan 《Anatomical sciences education》2021,14(1):43-51

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.  相似文献   

Working with parents in early years settings     

Anita Soni 《Early Years: An International Journal of Research and Development》2011,31(2):203-204

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Muslim women in higher education: new sites of lifelong learning     

Anita Pickerden 《International Journal of Lifelong Education》2013,32(1):37-43

How does a traditional research-led university embrace the implications of lifelong learning and widening participation? If it lowers its entry requirements or offers a more flexible approach to adult learning, can it continue to strive for and attain academic excellence? Using a project designed to increase participation by an under-represented group, this paper explores the institutional issues involved in developing lifelong learning strategies in partnership with local colleges and community organizations. Lifelong learning is not cheap to deliver, as non-traditional students may need additional learning support. Off-campus delivery can decimate an orderly campus-based timetable, extra exam boards had to be set up; extra books and learning resources have to be duplicated across different sites. However, the institutional benefits include greater flexibility in university procedures, and a source of enthusiastic mature learners from an under-represented group.  相似文献   

Method and Tool to Achieve Necessary Level of Comprehension     

Romans Vitkovskis  Uldis Heidingers  Inese Jakubova  Ilze Rikmane  Anita Krismane 《美中教育评论》2012,(8):727-732

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The literacy environment of preschool classrooms: contributions to children's emergent literacy growth     

Ying Guo  Laura M. Justice  Joan N. Kaderavek  Anita McGinty 《Journal of Research in Reading》2012,35(3):308-327

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical literacy environment had little direct association with children's gains in emergent literacy, with the exception of quality of literacy area being a positive and significant predictor of children's gains in alphabet knowledge (but not name‐writing ability). Rather, the physical and psychological literacy environment seem to be interdependent, particularly with respect to provision of writing materials. Specifically, presence of writing materials is positively and significantly associated with children's growth in alphabet knowledge and name‐writing ability only within the context of high‐quality, instructionally supportive classrooms. Educational implications are discussed.  相似文献