The 2003 Benjamin Franklin medal in chemistry for pioneering the development of ultra-fast and multi-dimensional spectroscopies and their applications is presented to Robin M. Hochstrasser     

Roger A. Grey ^{Author Vitae} 《Journal of The Franklin Institute》2004,341(3):197-205

Throughout his distinguished career of over 40 years, Robin Hochstrasser has made significant contributions to several areas of science in the fields of chemical and biochemical physics. He has been at the forefront and made fundamental contributions to the fields of photochemistry, solid-state chemistry, ultra-fast laser spectroscopies, and protein dynamics. He has been a prolific researcher, producing over 560 publications. His work has been characterized by experts in the fields as “a constant stream of experiments of lasting significance” (J. Phys. Chem. 100 (1996) 11791).Robin began his career in the 1960s using a variety of magnetic and electric field measurements to study crystals at low temperatures to understand spin quantization in solids and electron exchanged-mediated energy transfer. This work, described as a “classic contribution” (J. Phys. Chem. 100 (1996) 11791) was the basis for much of the subsequent experimental and theoretical work on the effect of magnetic fields on molecular spectra and on the measurements of dipole moments.In the late 1970s, Robin recognized the power of laser technology for the study of molecules and soon became a leader in the field investigating solid, gas phase, and condensed phase systems. He developed and applied various ultra-fast laser techniques to study the structure and dynamics of complex molecules in liquid phase, chemical, and biochemical reactions. He made seminal contributions to the development of two-dimensional infrared spectroscopy (2D IR) on a time scale of a picosecond or less. This 2D IR spectroscopy measures coupling between two functional groups in a large molecule and can thus be used to measure distances, as for example, two amide carbonyl groups in a peptide molecule. On the ultra-fast timescale, one application of 2D IR is to gain information on the rate of protein folding and unfolding in solution. Some of Robin's greatest contributions to understanding biomolecules are said to be in the experimental studies on the picosecond and femtosecond dynamics of heme proteins. Using techniques he developed he was able to observe the interactions of oxygen, carbon monoxide, and nitric oxide with hemoglobin inside the protein.  相似文献   

Guest editorial: Advances in nonlinear observation and identification for dynamic systems     

Michael Basin Author Vitae  Yuri Shtessel Author Vitae 《Journal of The Franklin Institute》2010,347(6):895-898

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The emotional design of everyday things: The 2006 Benjamin Franklin Medal in Computer and Cognitive Science presented to Donald A. Norman     

Beth Adelson Author Vitae 《Journal of The Franklin Institute》2010,347(4):681-687

Donald Norman changed and continues to change the way in which we live our technology-infused and technology-based lives. Norman was one of the founders of the field of cognitive science and based on that work, he went on to create the field of user-centered design. It is the latter work for which he was awarded the 2006 Benjamin Franklin award in Computer and Cognitive Science. When one works within the paradigm of user-centered design, technology is created so that it is based on human cognitive capabilities, and is therefore, usable.¹ When technology is not designed in this way, it is often experienced as unusable.In creating the field of user-centered design, Donald Norman works at a conceptual level; his influence is therefore both widespread and profound.  相似文献   

Evaluating municipal websites: A methodological comparison of three think-aloud variants     

Maaike J. van den Haak  Menno D.T. de JongPeter Jan SchellensAuthor Vitae 《Government Information Quarterly》2009

Usability methods have received relatively little methodological attention within the field of E-Government. This paper aims to address this gap by reporting on a usability test of the municipal website of Deventer (the Netherlands), carried out by means of three variants of the think-aloud method (concurrent/retrospective think-aloud protocols and constructive interaction). These three methods had proved successful in a previous evaluation of a different municipal website, yet we decided to replicate our study in order to investigate whether the three methods would reveal different results when applied to another municipal website with a different information architecture. The results of our study showed that, as in the previous municipal website evaluation, the three evaluation methods were largely comparable in terms of output. Nevertheless, we did find a number of differences between the present and previous municipal website evaluation regarding the workings of the three methods—differences that could be explained by the different information architectures of the municipal websites tested. This suggests that the three evaluation methods might indeed work differently depending on the nature of the website that is being evaluated, and calls for more research into the effect of task type on the validity of evaluation methods.  相似文献   

Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials     

Cory T. Forbes  Elizabeth A. Davis 《科学教学研究杂志》2010,47(7):820-839

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010  相似文献   

Case analysis of capability deployment in crisis prevention and response     

Ta-Kai Yang  Ming-Huei HsiehAuthor Vitae 《International Journal of Information Management》2013

The topic of effective crisis prevention and response is attracting significant interests from corporations and governments. It is evident that the nature within any crisis is unpredictable, erratic and difficult to prevent. Organizations are therefore preparing for unexpected events by outlining their crisis response strategies. The fact that crises may not repeat themselves and a given crisis solution might not be directly applicable to another crisis represents radical shifts in routines. As such, an organization may have to improvise when putting together a set of resources and capabilities for a response. This case study complements existing crisis management research that emphasizes both prevention and response by focusing on how an organization may adapt and deploy resources and capabilities accordingly. To meet the objective, the research draws upon an in-depth case study of Singapore's response tothe Asian Tsunami disaster in 2004. Our findings offer a useful contribution to organizations’ knowledge of mobilizing resources and capabilities during dynamic crisis situations. The case concludes with several research and practical implications.  相似文献   

Mapping the social side of pre-service teachers: connecting closeness,trust, and efficacy with performance     

Yi-Hwa Liou  Alan J. Daly  Esther T. Canrinus  Cheryl A. Forbes  Nienke M. Moolenaar  Frank Cornelissen 《Teachers and Teaching》2017,23(6):635-657

This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs.  相似文献   

Creating Learning Prisms with an Interdisciplinary Case Study Workshop   总被引：1，自引：0，他引：1  

Sharon?B.?BuchbinderEmail author  Patricia?M.?Alt  Karen?Eskow  William?Forbes  Eva?Hester  Miriam?Struck  Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274

With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management.  相似文献   

Border work: Teachers’ expressions of their literacy-related professional development needs in a First Nations school     

Rachel Heydon^{Author Vitae}  Rosamund StookeAuthor Vitae 《Teaching and Teacher Education》2012,28(1):11-20

This paper reports on a case study of teachers’ expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada. The paper construes the work of the teachers as “border work” and argues that their literacy teaching work was complex and tied to an ongoing legacy of colonialism. Four interrelated themes are discussed. The paper recommends improving compensation and job security for educators in First Nations schools and supporting them to see themselves as knowledgeable professionals who can entertain sophisticated notions of literacy that consider its relationship to situation including culture.  相似文献   

Differentiated instruction in small schools     

Robbert Smit  Winfried HumpertAuthor Vitae 《Teaching and Teacher Education》2012

Rural areas in the alpine regions suffer from dwindling student numbers. Differentiated instruction (DI) could help improve the teaching culture by allowing instructors to better adapt to heterogeneous student groups. At the beginning of a combined research and school improvement project, a survey of 162 teachers and 1180 students was conducted to obtain an overview of the types of DI that are currently practiced. In addition, we examined the school conditions that supported the implementation of DI. This cross-sectional study demonstrates a difference in practices between teachers with more- and less-developed DI cultures, and it was determined that team collaboration that includes pedagogical topics enhances teachers' use of DI.  相似文献