Building commitment: an examination of learning climate congruence and the affective commitment of academics in an Australian university     

Amie Southcombe  Liz Fulop  Geoff Carter  Jillian Cavanagh 《Journal of Further & Higher Education》2015,39(5):733-757

The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics’ level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics.  相似文献   

Looking forward,looking back     

Liz Todd  Melanie Nind 《International Journal of Research & Method in Education》2015,38(1):1-2

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Two-dimensional spatial manipulation of microparticles in continuous flows in acoustofluidic systems     

Lu Gao  C. Wyatt Shields  IV  Leah M. Johnson  Steven W. Graves  Benjamin B. Yellen  Gabriel P. López 《Biomicrofluidics》2015,9(1)

We report a modeling and experimental study of techniques to acoustically focus particles flowing through a microfluidic channel. Our theoretical model differs from prior works in that we solve an approximate 2-D wave transmission model that accounts for wave propagation in both the solid and fluid phases. Our simulations indicate that particles can be effectively focused at driving frequencies as high as 10% off of the resonant condition. This conclusion is supported by experiments on the acoustic focusing of particles in nearly square microchannels, which are studied for different flow rates, driving frequencies and placements of the lead zirconate titanate transducer, either underneath the microchannel or underneath a parallel trough. The relative acoustic potential energy and the resultant velocity fields for particles with positive acoustic contrast coefficients are estimated in the 2-D limit. Confocal microscopy was used to observe the spatial distribution of the flowing microparticles in three dimensions. Through these studies, we show that a single driving frequency from a single piezoelectric actuator can induce the 2-D concentration of particles in a microchannel with a nearly square cross section, and we correlate these behaviors with theoretical predictions. We also show that it is possible to control the extent of focusing of the microparticles, and that it is possible to decouple the focusing of microparticles in the vertical direction from the lateral direction in rectangular channels with anisotropic cross sections. This study provides guidelines to design and operate microchip-based acoustofluidic devices for precise control over the spatial arrangement of microparticles for applications such as flow cytometry and cellular sorting.  相似文献   

Validity of the Actical activity monitor for assessing steps and energy expenditure during walking     

Marquell Johnson  Kristin Meltz  Kayla Hart  Molly Schmudlach  Lauren Clarkson  Kate Borman 《Journal of sports sciences》2015,33(8):769-776

This study examined the validity of the Actical accelerometer step count and energy expenditure (EE) functions in healthy young adults. Forty-three participants participated in study 1. Actical step counts were compared to actual steps taken during a 200 m walk around an indoor track at self-selected pace and during treadmill walking at different speeds (0.894, 1.56 and 2.01 m · s^–1) for 5 min. The Actical was also compared to three pedometers. For study 2, 15 participants from study 1 walked on a treadmill at their predetermined self-selected pace for 15 min. Actical EE was compared to EE measured by indirect calorimetry. One-way analysis of variance and t-tests were used to examine differences. There were no statistical difference between Actical steps and actual steps in self-selected pace walking and during treadmill walking at moderate and fast speeds. During treadmill walking at slow speed, the Actical step counts significantly under predicted actual steps taken. For study 2, there was no statistical difference between measured EE and Actical-recorded EE. The Actical provides valid estimates of step counts at self-selected pace and walking at constant speeds of 1.56 and 2.01 m · s^–1. The Actical underestimates EE of walking at constants speeds ≥1.38 m · s^–1.  相似文献   

Nonoptimal termination properties of quadratic interpolation univariate searches     

G.E. Johnson  M.A. Townsend 《Journal of The Franklin Institute》1978,306(3):257-266

A number of well-regarded multivariable nonlinear programming algorithms employ univariate searches to enhance progress toward an optimum. One of the preferred univariate searches has been Coggins' quadratic approximation-interpolation algorithm.^* In this paper, conditions are derived for which Coggins' algorithm may terminate at very poor estimates of the optimum. Simple but representative numerical examples affirm these results for a preferred coding. Interestingly, this algorithm nevertheless performs extremely well on a wide range of test problems. Similar conditions can be derived for higher order approximations, although this does not appear warranted based on the present knowledge.  相似文献   

The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities     

Nick Chown  Joanna Baker-Rogers  Liz Hughes  Kleio Nicola Cossburn  Pam Byrne 《Journal of Further & Higher Education》2018,42(6):837-854

In the UK autism is classed as a disability under the Disability Discrimination Act 2005. Under the Special Educational Needs and Disability Act 2001, higher education institutions in the UK are legally required to make reasonable adjustments for students with disabilities who are placed at a substantial disadvantage in comparison to students without disabilities. Despite the social difficulties associated with autism, and autistic students being at a heightened risk of dropping out of university, high-functioning autistic students are often high achievers academically. The National Audit Office recognises university as a desirable option for academically gifted students with autism. As there have been few studies directly examining the needs of autistic students in post-secondary education by established researchers, we undertook an online questionnaire survey of all UK universities, other than those under foreign ownership, to ascertain current levels of support for students with autism in higher education. This was followed up with Freedom of Information Act requests to establishments that did not respond to the survey. We report our findings based on responses from 99 universities out of approximately 160 establishments in total. As autistic university graduates are at a disadvantage when compared to their non-autistic peers in obtaining employment after graduation, we propose that all higher education establishments follow the government recommendation for providers of services not covered by the Autism Act 2009, but who support people into employment, to adopt the Statutory Guidance issued in connection with the Adult Autism Strategy. Universities should consider seeking accreditation under the National Autistic Society’s accreditation scheme.  相似文献   

Nagging,noobs and new tricks – students’ perceptions of school as a context for digital technology use     

Scott Bulfin  Nicola Johnson  Selena Nemorin 《Educational studies》2016,42(3):239-251

While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students’ uses of technology. This paper investigates students’ experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n = 1174), this paper considers the various ways in which students use digital devices and applications “in school” and “for school”. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students’ technology experiences.  相似文献   

Choice and Diversity in School Education: comparing developments in the United Kingdom and the USA     

Liz Bondi 《比较教育学》1991,27(2):125-134

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烟树(英文)     

Denis Johnson 《海外英语》2008,(7):51-51

《烟树》讲述的是中情局特工Skip Sands在越战中的故事——他的上级是他的叔叔,绰号为"上校"。"上校"花费多年心血,做了数千张索引卡片,试图将越共的各种人物、活动和事件汇编在一起,虽然小说以越战为背景,但战争的火药味并不浓重,作者始终着力刻画复杂的人物关系以及主角的内心和精神创伤。  相似文献   

Document base management: a concept for document control and use. Part 2.     

E N Johnson 《Information management (PTN Publishing Corporation)》1983,17(6):23-25

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