The development of telehealth as a strategy to improve health care services in Zambia     

Kenneth L. Chanda  Jean G. Shaw 《Health information and libraries journal》2010,27(2):133-139

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Independent force and position control for cooperating manipulators   总被引：1，自引：0，他引：1  

K. G. Tzierakis  F. N. Koumboulis   《Journal of The Franklin Institute》2003,340(6-7):435-460

The problem of independent force and position control of multitask cooperating manipulators is studied. Each manipulator is in a non-singular configuration and the object can be driven by the contact forces exerted by the end effectors of the manipulators. The design requirement is to control each coordinate of the position of the object as well as each component of the “rest” forces, except the moving forces that are determined uniquely from the object's position. The present design requirement has been proved to be always satisfied together with asymptotic and BIBO stability. A class of controllers solving the above simultaneous problem is analytically determined. The proposed state feedback controller does not depend upon the specific object dynamics and thus the resulting closed-loop multimanipulator system performs as required, not only when handling various objects but also when the dynamics of the objects are unknown or hard to compute or disturbed by external forces.  相似文献   

Flow Injection Amperometric Evaluation of Trolox Equivalent Antioxidant Capacity of Chocolates with Different Cocoa Content at a Boron-Doped Diamond Electrode     

Tahir Arbneshi  Arbër Frangu  Michaela Frühbauerov  Libor ervenka  Liridon Berisha  Kurt Kalcher  Milan Sýs 《Food Technology and Biotechnology》2021,59(2):194

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Intelligent Technologies in Library and Information Service Applications: By F. W. Lancaster and Amy Warner. Medford, NJ: Information Today, for the American Society for Information Science and Technology, 2001. ASIST Monograph Series. 214 pp. $31.60; ASIST members, $39.50 nonmembers (hardcover). ISBN 1-57387-103-6.     

G. Benoît 《Library & information science research》2001,23(4)

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Academic leadership in a self‐regulative environment: A challenge for finnish universities     

Seppo Hölttä  Jaakko Nuotio 《Tertiary Education and Management》2013,19(1):12-20

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Sunshine Dialogue II     

Karen E. Markoe  Joseph G. Flynn 《Tertiary Education and Management》2013,19(1):21-27

Abstract

The ideal of bildung as a goal for higher education and research (HER) in European Union member states is losing ground to more pragmatic goals such as innovation and growth. This shift in the policy perspective about the role of science in society has given rise to a system of multi layered governance which in turn is progressively giving rise to the emergence of a new normative regime for the HER sector. This normative regime involves the blurring of boundaries between the public and the private and the introduction of social accountability as a criterion for evaluating scientific knowledge. The paper concludes that the elision of the boundary between private and public disguises real problems about defining who owns what particularly in the light of the increasing commercialisation of public funded science. Further, the limitation of social accountability to select groups of actors who can afford to pay for influencing research raises questions about the ability of the new governance regime for HER to achieve the democratic aims that it purports to pursue.  相似文献   

Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings     

Christopher Deneen  Gavin T.L. Brown  Trevor G. Bond  Ronnie Shroff 《Asia-Pacific Journal of Teacher Education》2013,41(4):441-456

Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students’ perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.  相似文献   

Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning     

J. M. Hills  G. Robertson  R. Walker  M. A. Adey  I. Nixon 《Teaching in Higher Education》2013,18(2):211-231

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.  相似文献   

Developing as a teacher in the fields of science and technology     

Maria Clavert  Tua Björklund  Anne Nevgi 《Teaching in Higher Education》2013,18(6):685-696

In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development.  相似文献   

Visualisations as a means for exploring academics’ teacher identities     

Anne Nevgi  Erika Löfström 《International Journal for Academic Development》2013,18(3):174-185

Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.  相似文献