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Tim O. Peterson Joann K. Williams 《Decision Sciences Journal of Innovative Education》2004,2(2):193-201
Dance is a common metaphor in both the change and leadership literature. However, can dance, a movement art, actually be used to learn about leadership? The answer is yes and this exercise shows you how. Dance as an instructional strategy allows the instructor to tap the cognitive, affective, and conative components of the brain. 相似文献
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With rapid advances in biotechnology and molecular biology, instructors are challenged to not only provide undergraduate students with hands-on experiences in these disciplines but also to engage them in the “real-world” scientific process. Two common topics covered in biotechnology or molecular biology courses are gene-cloning and bioinformatics, but to provide students with a continuous laboratory-based research experience in these techniques is difficult. To meet these challenges, we have partnered with Bio-Rad Laboratories in the development of the “Cloning and Sequencing Explorer Series,” which combines wet-lab experiences (e.g., DNA extraction, polymerase chain reaction, ligation, transformation, and restriction digestion) with bioinformatics analysis (e.g., evaluation of DNA sequence quality, sequence editing, Basic Local Alignment Search Tool searches, contig construction, intron identification, and six-frame translation) to produce a sequence publishable in the National Center for Biotechnology Information GenBank. This 6- to 8-wk project-based exercise focuses on a pivotal gene of glycolysis (glyceraldehyde-3-phosphate dehydrogenase), in which students isolate, sequence, and characterize the gene from a plant species or cultivar not yet published in GenBank. Student achievement was evaluated using pre-, mid-, and final-test assessments, as well as with a survey to assess student perceptions. Student confidence with basic laboratory techniques and knowledge of bioinformatics tools were significantly increased upon completion of this hands-on exercise. 相似文献
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Joann Mullen 《Psychology in the schools》1989,26(1):27-31
Research concerning the relationship of nonverbal ability measures recommended for hearing impaired (HI) students and learning potential is reviewed. Earlier studies indicate that nonverbal measures can be used to predict academic achievement, while the more recent studies urge caution or suggest questionable predictability when interpreting the data. Recommendations for interpreting and communicating the nonverbal ability results are included. 相似文献
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Focus group participants are more sophisticated in their perceptions and appreciation of both Internet resources and traditional library resources than was hypothesized. They do not, however, associate the Internet with the library and do not think of asking a librarian for help when using the Internet for research. 相似文献
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Joann Keyton Stephenson J. Beck Amber S. Messersmith Ryan S. Bisel 《Journal of Applied Communication Research》2013,41(3):306-309
Rephrasing the forum question to “How can we ensure communication research has a positive effect on communication practice?” focuses on the present, points to a specific purpose for communication research, emphasizes the scope and type of difference to be made, and places accountability and responsibility on researchers. In general, the public has not found the expertise of communication scholars. The essay addresses ways to overcome this research to practice dilemma: establishing a common framework, complementing the top-down research approach with a practice-driven, bottom-up approach, and adjusting research and practice assumptions. 相似文献
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Joann Janosko 《期刊图书馆员》2014,66(1-4):253-261
An important aspect of the lifecycle of electronic resources is disseminating the arrival of new resources on campus and reminding the campus of currently subscribed materials. A database page accessible by subject, topic or format, training sessions by vendors, either live or via the Web, information literacy presentations for one-shot classes or workshops for the entire campus are standard marketing strategies; however, even with clear and comprehensive presentations demonstrating awareness of the strengths and limitations of subscribed resources, if only a handful of the 15,000+ users show up, the program may appear to be an exercise in futility. Another route to disseminate this important information is the library expo or vendor fair. Vendors set up booths for three to five hours to meet with users. They provide booth giveaways and help with door prizes to attract students, faculty, and administrators to the fair. Users can spare a short time to browse the booths between classes and meetings to learn about new resources and ask questions about their old favorites. This article will provide insights in the planning, marketing, and assessment of the library expo held at Indiana University of Pennsylvania. 相似文献