排序方式： 共有81条查询结果，搜索用时 15 毫秒
21.
Jaime A. Teixeira da Silva Judit Dobránszki Panagiotis Tsigaris Aceil Al-Khatib 《The Journal of Academic Librarianship》2019,45(6):102071
The issue of “predatory” publishing continues to affect many scholars around the world who publish. When one reads the fairly vast literature surrounding “predatory” publishing, there is an erroneous tendency to continue pivoting around Jeffrey Beall's blacklists of “predatory” open access (OA) journals and publishers. However, to be “predatory” involves much more than defining a handful of select behaviours, and it is becoming increasingly important to start defining, or curtailing, the lexicon to avoid referring to any journal or publisher that might display one of the following qualities (exploitative, deceptive, excessive, unscrupulous, abusive, advantageous, manipulative, profit-seeking, or others) as synonymously meaning “predatory”. This paper focuses mainly on the oft-interchangeable terms “predatory” and “exploitation”, and explores the morality of predatory and exploitative actions by applying a deontological ethics approach which implies that certain actions are wrong even if they achieve good consequences, with the understanding that because a predatory entity aims to exploit others, these actions would be considered morally wrong from a deontologist's perspective. In articulating our argument, we attempt to expand the conversation around this important topic, with the hope that it might bring additional clarity to the issue of what might constitute a “predatory” journal or publisher. 相似文献
22.
McCutchen Deborah Northey Mary Herrera Becky Logan Clark Teixeira 《Reading and writing》2022,35(2):325-351
Reading and Writing - We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1)... 相似文献
23.
Pedro Teixeira 《International Journal of Science Education》2019,41(4):546-566
Teachers face numerous challenges when teaching evolution, especially students’ creationist beliefs and religious doctrines. Although this is a subject more studied in the USA, recently studies have shown resistance towards evolution by Pentecostals groups in Brazil. In this research, we investigated the acceptance of evolution and creationism by high school students in Rio de Janeiro, Brazil. We applied questionnaires to students of two public high schools in the state of Rio de Janeiro, one in the capital and the other in Nilopolis, in the metropolitan region (N?=?541). Principal Components Analysis was used and two indexes of acceptance of evolution were created: (i) Acceptance of the Scientific Aspects of Evolution Factor (SA) and (ii) Acceptance of the Biblical Narrative for the Origin and Development of Living Beings Factor (BN). Data indicate that Pentecostal students have a lower mean for SA and greater for BN in comparison to other religious groups. Moreover, a model of linear regression was developed for each factor. Only for BN, being Pentecostal was statistically significant (p?<?0.05), which means that Pentecostals may accept scientific aspects of evolution, even though they accept them less than the others. Following other authors, we argue that it is essential that teachers be aware of the religious diversity that exists in the class and make a clear distinction between religious and scientific knowledge, in order to promote the understanding of scientific theories and avoid attempting to change religious beliefs. 相似文献
24.
In this article, we examine the effects of classroom characteristics on the interracial friendliness of students in desegregated classrooms. We argue that social psychological processes that affect cross-race sociability are set in motion by the classroom climate, the organization of instruction, and the class racial composition. The effects of these variables on the likelihood of cross-race friendships are observed in longitudinal data from 455 students in 16 fourth- through seventh-grade desegregated classrooms. The results show that classroom characteristics associated with "status-leveling" effects operate differently for black and white students. Ability grouping influences the interracial sociability of white students more than that of blacks, while the academic status of peers affects the cross-race friendships of blacks more than of whites. Race differences in the effects of classroom climate on interracial friendships are also observed. 相似文献
25.
Andrea Oxley da Rocha Diane Alícia Tormes Natassia Lehmann Rafael Santos Schwab Raphael Teixeira Canto 《Anatomical sciences education》2013,6(3):199-204
The use of dissection to study human anatomy is the foundation for educational excellence among future health professionals, as it offers an ideal opportunity to learn the body's morphology in three dimensions while also providing students with a more humanistic education. The shortage of bodies for dissection, combined with the Brazilian population's lack of knowledge concerning the possibility of voluntarily donating their own bodies, led to the creation of the Body Donation Programs for Education and Research in Anatomy at the Federal University of Health Sciences of Porto Alegre (UFCSPA). The program is based on three pillars: Informing the general public about the program, donor registration, and donation itself. Since the creation of the donor program in 2008, there has been an increase in both the number of donations made during donor's lifetime and the number of bodies received by the university. There has also been a shift in relation to the origin of these bodies, as before the creation of the program most bodies were unclaimed cadavers, while today most of the bodies are sourced from voluntary donations. The initial results regarding the public's acceptance of the possibility of making body donations have been encouraging, as shown by the annual growth in donor registrations. Consequently, the quality and quantity of the material available for educational purposes have greatly improved. Anat Sci Educ. © 2013 American Association of Anatomists. 相似文献
26.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Robert W. Morton 《Journal of sports sciences》2013,31(17):2037-2044
ABSTRACTLeucine metabolites may reduce training-induced inflammation; however, there is scant evidence for this assertion. We conducted a double-blind randomized controlled pragmatic trial where 40 male participants were allocated into 4 groups: α-hydroxyisocaproic acid group ([α-HICA], n = 10, Fat-free mass [FFM] = 62.0 ± 7.1 kg), β-hydroxy-β-methylbutyrate free acid group ([HMB-FA], n = 11, FFM = 62.7 ± 10.5 kg), calcium β-hydroxy-β-methylbutyrate group ([HMB-Ca], n = 9, FFM = 65.6 ± 10.1 kg) or placebo group ([PLA]; n = 10, FFM = 64.2 ± 5.7 kg). An 8-week whole-body resistance training routine (3 training sessions per week) was employed to induce gains in skeletal-muscle thickness. Skeletal muscle thickness (MT), one repetition maximum (1RM), interleukin-6 (IL-6), high-sensitivity C-reactive protein (hsCRP) and tumour necrosis factor alpha (TNF-α) were assessed at baseline and at the end of weeks 4 and 8. Time-dependent increases were detected from baseline to week 8 for MT (vastus lateralis: p = 0.009; rectus femoris: p = 0.018), 1RM (back squat: α-HICA, 18.5% ± 18.9%; HMB-FA, 23.2% ± 16%; HMB-Ca, 10.5% ± 13.8%; PLA, 19.7% ± 9% and bench press: α-HICA, 13.8% ± 19.1%; HMB-FA, 15.5% ± 9.3%; HMB-Ca, 10% ± 10.4%; PLA, 14.4 ± 11.3%, both p < 0.001), IL-6, hsCRP (both p < 0.001) and TNF-α (p = 0.045). No differences were found between groups at any time point. No leucine metabolite attenuated inflammation during training. Additionally, backwards elimination regressions showed that no circulating inflammatory marker consistently shared variance with the change in any outcome. Using leucine metabolites to modulate inflammation cannot be recommended from the results obtained herein. Furthermore, increases in inflammatory markers, from training, do not correlate with any outcome variable and are likely the result of training adaptations. 相似文献
27.
It has previously been shown that measurement of the critical speed is a non-invasive method of estimating the blood lactate response during exercise. However, its validity in children has yet to be demonstrated. The aims of this study were: (1) to verify if the critical speed determined in accordance with the protocol of Wakayoshi et al. is a non-invasive means of estimating the swimming speed equivalent to a blood lactate concentration of 4 mmol·l-1 in children aged 10-12 years; and (2) to establish whether standard of performance has an effect on its determination. Sixteen swimmers were divided into two groups: beginners and trained. They initially completed a protocol for determination of speed equivalent to a blood lactate concentration of 4 mmol·l-1. Later, during training sessions, maximum efforts were swum over distances of 50, 100 and 200 m for the calculation of the critical speed. The speeds equivalent to a blood lactate concentration of 4 mmol·l-1 (beginners = 0.82±0.09 m·s-1 , trained = 1.19±0.11 m·s-1; mean±s) were significantly faster than the critical speeds (beginners = 0.78±0.25·s-1 , trained = 1.08±0.04 m·s-1) in both groups. There was a high correlation between speed at a blood lactate concentration of 4 mmol·l-1 and the critical speed for the beginners (r = 0.96, P ? 0.001), but not for the trained group (r = 0.60, P > 0.05). The blood lactate concentration corresponding to the critical speed was 2.7±1.1 and 3.1±0.4 mmol·l-1 for the beginners and trained group respectively. The percent difference between speed at a blood lactate concentration of 4 mmol·l-1 and the critical speed was not significantly different between the two groups. At all distances studied, swimming performance was significantly faster in the trained group. Our results suggest that the critical speed underestimates swimming intensity corresponding to a blood lactate concentration of 4 mmol·l-1 in children aged 10-12 years and that standard of performance does not affect the determination of the critical speed. 相似文献
28.
Pedro Nuno Teixeira Vera Rocha Ricardo Biscaia Margarida Fonseca Cardoso 《Higher Education》2012,63(3):337-352
The expansion of higher education systems has often been associated with the need for increasing diversification, namely at
the program level, based on the pressures to adapt more general programmes to a more diverse student population and multiple
regional, social, and economic needs. This paper explores empirically the question of programme diversity by drawing on the
Portuguese higher education’ experience, which presented massive expansion during the last decades and significant institutional
competition in recent years. The study provides a longitudinal approach and analyzes in detail the evolution of diversification
and specialization of the public and private sectors, as well as the university and polytechnic subsectors. The analysis aims
at helping to illustrate the relevance of analysing diversity from an empirical point of view and its contribution to our
understanding of the complex relationships between competition and diversity in contemporary higher education. 相似文献
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30.
Flávia Maria Teixeira dos Santos Eduardo Fleury Mortimer 《International Journal of Science Education》2013,35(9):1095-1110
In this article we analyse the interaction between a high school chemistry teacher and her students from two different classes, emphasizing how emotions, affects and feelings contributed to, or obstructed, the dynamic of interactions. The data come from an ethnographic research approach and include videotapes of the lessons, interviews and field notes. Using the distinction introduced by Damasio between primary and secondary emotions, and between emotions and feelings, we describe how the background feelings emerged in different ways in the two classrooms. In class B, the relationships were constructed in a friendly way from the very beginning. The positive emotions that contributed to raising positive background feelings occurred in a high number and frequency. In class A, the picture was completely different, with a higher number and frequency of negative emotions. Thus, emotions and background feelings that were constructed differently in each classroom were at the heart of the different outcomes in terms of attitudes towards chemistry that arose in the two classrooms. In the paper, we also discuss the implication of this kind of analysis for science teaching generally. 相似文献