Commercial science, scientists’ values, and university biotechnology research agendas     

Leland L. Glenna  Rick Welsh  David ErvinWilliam B. Lacy  Dina Biscotti 《Research Policy》2011,40(7):957-968

Policies designed to promote the commercialization of university science have provoked concern that basic and publicly accessible research may be neglected. Commercialization policies have altered traditional institutional incentives and constraints, which raises new questions regarding the influence of scientists’ values on university research agendas. Our research builds on previous quantitative studies measuring changes in research outcomes and qualitative studies probing differentiation among scientists’ value orientations. We developed a nation-wide survey of 912 plant and animal biotechnology scientists at 60 research universities. Our analysis reveals that scientists’ value orientations on what we classify as “market” and “expert” science affect the amount of industry funding they receive, the proprietary nature of their discoveries, and the percentage of basic science research conducted in their laboratories. We also find that the percentage of industry funding is significantly associated with more applied research. Our findings provide insights for science and society theory and suggest that strong incentives for public-science research along with adequate public-research funds to preserve the university's vital role in conducting basic and non-proprietary research are needed to complement private-sector research investments at universities.  相似文献   

On becoming a civic‐minded instructional designer: An ethnographic study of an instructional design experience     

Farrah Dina Yusop  Ana‐Paula Correia 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):782-792

This ethnographic study took place in a graduate course at a large research university in the Midwestern United States. It presents an in‐depth examination of the experiences and challenges of a group of four students learning to be Instructional Design and Technology professionals who are concerned with the well‐being of all members of a society, and wish to utilize their knowledge and skills to help solve social problems and improve people's lives. Building on the results of previous research, findings indicate that the course, designed using the Civic‐Minded Instructional Designers (CMID) framework, succeeded in enhancing students' civic‐minded agency, the group's purposeful and reflective acts that aim at addressing the educational needs of community members. The course was designed to mimic a small, multiteam Instructional Design and Technology consulting company offering professional‐level services free of charge. Community partners consisted of four real‐world clients to whom students addressed an instructional issue. Data were collected from observations, focus groups, individual interviews with students and community partners, and analyses of course artifacts and students' reflections. Students were found to diligently address community members' needs, give voice to their community partners, address sustainability of their projects, be sensitive to their community partners' perspectives and acknowledge their community partners as design partners. Challenges encountered include reconfiguring students' roles and building trustful relationships with their community partners. This study contributes a deeper understanding of the roles of instructional design professionals within larger social contexts. Lessons learned can inform the implementation of the CMID framework in other educational programs.  相似文献   

Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables     

Adam Winsler  Margaret R. Burchinal  Hsiao-Chuan Tien  Ellen Peisner-Feinberg  Linda Espinosa  Dina C. Castro  Doré R. LaForett  Yoon Kyong Kim  Jessica De Feyter 《Early childhood research quarterly》2014

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.  相似文献   

The development and early care and education of dual language learners: Examining the state of knowledge     

Dina C. Castro 《Early childhood research quarterly》2014

Early care and education (ECE) programs, policymakers and practitioners across the United States are facing the reality of the increase in the population of dual language learners (DLLs). To address these children's unique and varied characteristics and experiences, ECE programs find that they must adjust and adapt their efforts. However, there is limited evidence for early childhood strategies to support DLLs and limited understanding of DLLs’ development. There are increased accountability requirements for ECE programs to meet the needs of all children, including DLLs. This special section “The Development and Early Care and Education of Dual Language Learners: Examining the State of Knowledge” includes six articles reporting on the research activities of the Center for Early Care and Education Research – Dual Language Learners (CECER-DLL). The Center was federally funded to advance the research field to improve assessment, child care, and education for DLLs from birth through five years of age. This introduction and commentary discusses the most relevant findings from the set of critical reviews of literature and the secondary analysis of the Early Childhood Longitudinal Survey-Birth Cohort conducted by the Center. Also, the major methodological challenges and research gaps found in the literature reviewed, across topic areas, are presented and recommendations for future directions to advance research on the development and early care and education of DLLs are provided.  相似文献   

Methods for automatically evaluating answers to complex questions   总被引：1，自引：0，他引：1  

Jimmy Lin  Dina Demner-Fushman 《Information Retrieval》2006,9(5):565-587

Evaluation is a major driving force in advancing the state of the art in language technologies. In particular, methods for automatically assessing the quality of machine output is the preferred method for measuring progress, provided that these metrics have been validated against human judgments. Following recent developments in the automatic evaluation of machine translation and document summarization, we present a similar approach, implemented in a measure called POURPRE, an automatic technique for evaluating answers to complex questions based on n-gram co-occurrences between machine output and a human-generated answer key. Until now, the only way to assess the correctness of answers to such questions involves manual determination of whether an information “nugget” appears in a system's response. The lack of automatic methods for scoring system output is an impediment to progress in the field, which we address with this work. Experiments with the TREC 2003, TREC 2004, and TREC 2005 QA tracks indicate that rankings produced by our metric correlate highly with official rankings, and that POURPRE outperforms direct application of existing metrics.

Dina Demner-FushmanEmail:

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Multiple solution methods and multiple outcomes—is it a task for kindergarten children?     

Pessia Tsamir  Dina Tirosh  Michal Tabach  Esther Levenson 《Educational Studies in Mathematics》2010,73(3):217-231

Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing more than one method may be promoted in kindergarten.  相似文献   

Contradictions in educational policy: implementing integrated problem‐based environmental health curriculum in a high stakes environment     

Camille Anne Martina  Dina Markowitz 《Environmental Education Research》2009,15(3):279-297

In this paper, we focus on the efforts of educators at nine different research sites within the United States, funded by a grant from the National Institute of Environmental Health Sciences (NIEHS), to develop and implement innovative, interdisciplinary curriculum on the relationship of the environment and human health. The NIEHS correctly maintained that the interdisciplinary nature of learning about environmental health would improve students’ learning across several subject areas and should, therefore, contribute to students scoring higher on state’s subject area based standardized tests. However, these goals were undermined by state polices linking standardized tests with student promotion and graduation, and the federal No Child Left Behind Act (NCLB) that required public schools and districts to aggregate test scores which might have negative consequences, such as reducing school funding or privatizing school administration and state policies. These policies resulted in deleterious effects that undermined implementing environmental health curricula.  相似文献   

Role of Heme Oxygenase, Leptin, Coenzyme Q10 and Trace Elements in Pre-eclamptic Women     

Dina M. Abo-Elmatty  Ehsan A. Badawy  Jihan S. Hussein  Somaya Abo Elela  Hoda A. Megahed 《Indian journal of clinical biochemistry : IJCB》2012,27(4):379-384

The objective of this study to evaluate heme oxygenase (COHb), leptin and coenzyme Q10 (CoQ10) in pre-eclamptic women. Also Zinc, copper, Iron, total iron binding capacity, Ferritin and uric acid were assessed. 120 female subjects were included in this study. They were divided into, 60 female with normal pregnancy attending the outpatient clinic, 60 pre-eclamptic patients were recruited from obstetrics and gynaecology department El-kasr El-Aini hospital. The results showed that in pre-eclampatic group, leptin level was significantly increased while COHb and CoQ10 was significantly decreased. It is concluded that hemeoxygenase, leptin and coenzyme CoQ10 can be considered as new markers for prediction of pre-eclampsia.  相似文献   

The role of children's lay theories about the malleability of human attributes in beliefs about and volunteering for disadvantaged groups   总被引：1，自引：0，他引：1  

Karafantis DM  Levy SR 《Child development》2004,75(1):236-250

Two studies with 9- to 12-year-old children supported the hypothesis that lay theories about the malleability of human traits impact judgments of and behavior toward groups in need of volunteer help. The more children endorsed an incremental view (attributes can change), the more they reported liking, desiring social contact with, and perceiving similarity between themselves and a disadvantaged outgroup (homeless, UNICEF-funded children). Moreover, children endorsing more of a malleable view reported greater past volunteering, active participation in collecting money for a UNICEF event, and intentions to volunteer again. These findings held when controlling for the effects of participants' gender, self-esteem, and perceived social pressure to help others. How a malleable view and intergroup volunteerism may be mutually sustaining is discussed.  相似文献   

社会转型时期中学生价值观探析   总被引：8，自引：0，他引：8  

裴娣娜  文喆 《教育研究》2006,(7)

处在社会转型时期的中学生,面对着复杂的文化生态环境和多元文化的价值选择。通过对北京市中学生政治价值观、经济价值观、文化价值观和生活价值观现状的调查分析,发现中学生价值观的基本特征是矛盾与多元。社会转型时期中学生的价值观教育,需要营造良好的文化生态环境,恰当定位学校价值观教育的目标。  相似文献