The coaxial cable     

Joseph Samuel  Supurna Sinha 《Resonance》1997,2(8):32-40

This article illustrates the interplay between topology and analysis in the context of an everyday example. We describe how topology governs the transmission of TV signals through a cable. This example helps us to understand some of the mathematical ideas contained in an earlier article by V Pati inResonance. A number of steps are left as exercises so that the reader can actively participate in the exposition.  相似文献   

An analysis of predictors of instruction work effort     

Jon S. Hesseldenz  Samuel A. Rodgers 《Research in higher education》1976,4(3):219-234

Various measures are presently utilized for the purposes of determining faculty teaching effort and assigning teaching loads. This study investigates how well the predictor variables of credit hours, student credit hours, contact hours, and student contact hours correlate with faculty self-report measures of time-use for each class taught. Additionally, the question of differences among measures of faculty work effort per class when faculty are classified by academic rank was investigated. The findings of this study indicate that of the commonly used measures of total faculty effort for a class only contact hours are a reliable measure, and neither the level of instruction nor the academic rank of the teacher have much to do with the faculty member's effort as measured in time for a class.  相似文献   

Successful Transitions to Graduate School: Using Orientations to Improve Student Experiences in Criminology and Criminal Justice Programs     

Daniel P. Mears  Samuel J.A. Scaggs  Roshni T. Ladny  Andrea M. Lindsey  J.W. Andrew Ranson 《Journal of Criminal Justice Education》2015,26(3):283-306

The initial transition to graduate school provides a critical opportunity for promoting a positive educational experience among incoming students. This study discusses the importance of this transition and then describes a novel student-led orientation approach to facilitating successful entry of new students into criminology and criminal justice graduate degree programs. Results from an evaluation of this approach are presented. Analyses of focus group and student survey data indicate that graduate students matriculating into a criminology and criminal justice program in a southern state felt welcomed and found the information, guidance, and social networks that they developed to be helpful. At the same time, students identified ways the orientation could be improved for future cohorts. A student-led orientation, along with evaluation of it, provides a promising strategy for criminology and criminal justice graduate programs to create positive educational and professionalization experiences for their students.  相似文献   

Exploring the Potential of Computers to Enrich Home and Community-Based Services Clients' Social Networks     

Samuel Ofei-Dodoo  Louis J. Medvene  Kari M. Nilsen  Rachel A. Smith  Anthony DiLollo 《Educational gerontology》2015,41(3):216-225

Older persons receiving services in community settings, rather than Nursing Homes, are at risk of social isolation. Computer mediated communication offers technological resources that recipients of Home and Community-Based Services (HCBS) might use to reduce their social isolation. The present study involved personal interviews with 40 HCBS clients regarding their interest in communicating with members of their social networks and using computers. At the time of the interview, 30 of the 40 participants did not use computers and reported cost, lack of training, physical limitations, lack of interest and access, and fraud as the reasons for not using computers. After watching a videotape illustrating an easy-to-use computer interface that allows older persons to communicate with families and friends, 90% reported that it would be helpful for people like them. Participants said such a computer would be helpful because it would make communication with friends and family easy, it could accommodate visual and manual disabilities, and would be interesting. Eighty-five percent said they would use a system like the one they were shown if it were available to them.  相似文献   

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends     

Giordano  Amanda L.  Lundeen  Lindsay A.  Wester  Kelly L.  Lee  Jaewoo  Vickers  Samuel  Schmit  Michael K.  Kim  In Kee 《International journal for the advancement of counseling》2022,44(1):1-16

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...  相似文献   

Examining the effects of mixed and non-digital gamification on students' learning performance,cognitive engagement and course satisfaction     

Shen Qiao  Susanna Siu-sze Yeung  Zamzami Zainuddin  Davy Tsz Kit Ng  Samuel Kai Wah Chu 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):394-413

  相似文献   

Limited Fine Motor and Grasping Skills in 6‐Month‐Old Infants at High Risk for Autism     

Klaus Libertus  Kelly A. Sheperd  Samuel W. Ross  Rebecca J. Landa 《Child development》2014,85(6):2218-2231

Atypical motor behaviors are common among children with autism spectrum disorders (ASD). However, little is known about onset and functional implications of differences in early motor development among infants later diagnosed with ASD. Two prospective experiments were conducted to investigate motor skills among 6‐month‐olds at increased risk (high risk) for ASD (N₁ = 129; N₂ = 46). Infants were assessed using the Mullen Scales of Early Learning (MSEL) and during toy play. Across both experiments, high‐risk infants exhibited less mature object manipulation in a highly structured (MSEL) context and reduced grasping activity in an unstructured (free‐play) context than infants with no family history of ASD. Longitudinal assessments suggest that between 6 and 10 months, grasping activity increases in high‐risk infants.  相似文献   

De-colonising international collaboration: The University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme     

Michael Anthony Samuel  Hyleen Mariaye 《Compare》2014,44(4):501-521

This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. The Mauritian Institute of Education (MIE) aims to develop staffing capacities through engagement with doctoral studies, especially in the context of limited experience in doctoral supervision. The South African model of doctoral cohort supervision at The University of KwaZulu-Natal (UKZN) School of Education is a recent alternative model of delivery in the building of these student and staff capacities through shared ownership of the process and products of doctoral education and development. This paper highlights the expectations, constraints and enabling features of the setting up of the UKZN-MIE PhD programme across international boundaries, driven by mutual reciprocity through valuing of indigenous local knowledges, a non-colonising engagement and innovative methodologies for postgraduate education. Adapting the UKZN cohort model for the international context is the subject of this paper. The paper draws on the experiences of the designers and deliverers as well as users of this programme. The paper explores what drives this form of international collaboration for both contracting partners in the context of shifting conceptions of a teacher education institution.  相似文献   

Challenges of critical colleagueship: examining and reflecting on mathematics teacher study group interactions     

Lorraine M. Males  Samuel Otten  Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471

This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked by particular features including the use of particular words and the use of personal experience as a form of evidence. We present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related to the development of this type of collegiality across the two different phases of this project. We end with a section in which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications this has with respect to her own practice as a facilitator.  相似文献   

Rural adolescents' reading motivation,achievement and behavior across transition to high school     

Susan Chambers Cantrell  Margaret Rintamaa  Eric M. Anderman  Lynley H. Anderman 《The Journal of educational research》2018,111(4):417-428

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school.  相似文献