Incorporating a new bioinformatics component into genetics at a historically black college: outcomes and lessons     

Holtzclaw JD  Eisen A  Whitney EM  Penumetcha M  Hoey JJ  Kimbro KS 《CBE life sciences education》2006,5(1):52-64

Many students at minority-serving institutions are underexposed to Internet resources such as the human genome project, PubMed, NCBI databases, and other Web-based technologies because of a lack of financial resources. To change this, we designed and implemented a new bioinformatics component to supplement the undergraduate Genetics course at Clark Atlanta University. The outcomes of the Bioinformatics course were assessed. During the first week of the semester, students were assigned the Felder-Soloman's Index of Learning Styles Inventory. The overwhelming majority of students were visual (82.1%) and sequential (75.0%) learners. Furthermore, pre- and postcourse surveys were administered during the first and the last week of the course to assess learning, confidence level, and mental activity. These indicated students increased the number of hours spent using computers and doing homework. Students reported confidence in using computers to study genetics increased, enabling them to better visualize and understand genetics. Furthermore, students were more mentally engaged in a more social learning environment. Although the students appreciated the value of the bioinformatics component, they reported the additional work load was substantial enough to receive additional course credit.  相似文献   

<Emphasis Type="Italic">Bologna reloaded</Emphasis> – Wo müssen wir nachladen?     

Erika Staudacher 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2012,11(2):76-85

Nach fast 10 Jahren Umsetzungserfahrung an vielen österreichischen Universitäten zeigen sich die Vorteile und Herausforderungen aber auch die Hürden und Tücken des Bologna-Systems. Dieser Beitrag soll – aus der Erfahrung des Vizerektorats für Lehre und Internationales – die meist diskutierten Punkte aufzeigen und näher beleuchten.  相似文献   

The Interplay Among Children's Negative Family Representations,Visual Processing of Negative Emotions,and Externalizing Symptoms          下载免费PDF全文

Patrick T. Davies  Jesse L. Coe  Rochelle F. Hentges  Melissa L. Sturge‐Apple  Erika van der Kloet 《Child development》2018,89(2):663-680

This study examined the transactional interplay among children's negative family representations, visual processing of negative emotions, and externalizing symptoms in a sample of 243 preschool children (M_age = 4.60 years). Children participated in three annual measurement occasions. Cross‐lagged autoregressive models were conducted with multimethod, multi‐informant data to identify mediational pathways. Consistent with schema‐based top‐down models, negative family representations were associated with attention to negative faces in an eye‐tracking task and their externalizing symptoms. Children's negative representations of family relationships specifically predicted decreases in their attention to negative emotions, which, in turn, was associated with subsequent increases in their externalizing symptoms. Follow‐up analyses indicated that the mediational role of diminished attention to negative emotions was particularly pronounced for angry faces.  相似文献   

Impelling research productivity and impact through collaboration: a scientometric case study of knowledge management     

Héctor?G.?Ceballos  James?FangmeyerJr.  Nathalíe?Galeano  Erika?Juarez  Francisco?J.?Cantu-OrtizEmail author 《知识管理研究与实践》2017,15(3):346-355

A case study for impelling university research productivity and impact through collaboration is presented. Scientometric results support the hypothesis that a knowledge management model increased research collaboration and thereby boosted a university’s number of publications and citations. Results come from fifteen years of data at a Mexican university with 2400 researchers who produced 24,000 works in fifteen research disciplines. These data are treated with social network visualizations and algorithms to identify patterns of collaboration and clustering, as well as with normalizations to make disciplines comparable and to verify increasing citation impact. The knowledge management model implemented in the study may be a cost-effective way for universities to intensify collaboration and improve research performance.  相似文献   

Book review     

Erika Stern 《International journal for the advancement of counseling》1994,17(4):315-320

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The race script of the counsellor     

Erika Stern 《International journal for the advancement of counseling》1987,10(1):35-43

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A dutch contribution to counsellor education an in-service model. An in-service model     

Erika Stern 《International journal for the advancement of counseling》1985,8(3):239-248

In the Netherlands counselling is seen as an integrated part of school life for the benefit of all students. Counsellor education at the University of Utrecht was provided as a part-time, in-service programme for teacher-counsellors. This structure enabled students to integrate the skills and theory learned with their practical application in schools; current school practice enriched learning on the programme. Examples of integrative activities which encouraged these benefits are given.  相似文献   

Hypertext adventures: Computer-assisted teaching of technical report writing in Delft     

Bas A. Andeweg  Erika R. Hoekstra  Jaap C. De Jong  Sabine Kunst 《Instructional Science》1992,21(1-3):139-153

Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorial groups in which students are given feedback regularly. A computer-assisted practical that aims at diminishing the amount of effort of the lecturer while increasing the participation of the students through interactive and user-friendly courseware is described. The program is developed in the Knowledge Pro environment (MS-Windows 3). The program consists of three modules: 1) a product module which offers examples of ideal texts and criteria for them; 2) a style module which offers information on stylistic aspects such as sentence complexity, use of examples, use of connectives, spelling etc.; 3) a process module, which offers a standard procedure for planning and outlining a technical report and an example, in the form of a (hyper)text adventure.Besides, the program offers individual advice to students who face problems during the writing process. In each module the student can opt for additional examples or exercises via buttons, menus and hypertext paths. The program has been written in the Dutch language.  相似文献   

Parent Autonomy Support,Academic Achievement,and Psychosocial Functioning: a Meta-analysis of Research     

Ariana?C.?VasquezEmail authorView author&#;s OrcID profile return OK on get  Erika?A.?Patall  Carlton?J.?Fong  Andrew?S.?Corrigan  Lisa?Pine 《Educational Psychology Review》2016,28(3):605-644

A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes. The strongest relation emerged between PAS and psychological health. Results indicated that the strength of the PAS relation was stronger when PAS was reflective of both parents, rather than of just mothers or just fathers among five of six outcomes for which moderators could be examined. Moderator analyses also suggested that PAS correlations are stronger when the outcome is better aligned to the predictor and the relation between PAS and psychosocial outcomes may vary by grade level. Implications for theory and future research are discussed.  相似文献   

Teacher evaluation and local control in the US: an investigation into the degree of local control afforded to districts in defining evaluation procedures for teachers in non-tested subjects and grades     

Douglas J. Gagnon  Erika L. Hall  Scott Marion 《Assessment in Education: Principles, Policy & Practice》2017,24(4):489-505

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