Meeting Emotional Needs of Counselors     

O. Pat Barney 《Counselor Education & Supervision》1969,8(4):335-336

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Arterial blood gas management during cardiopulmonary bypass     

O. P. Sanjay  Anitha Devnath  B. C. Thejas 《Indian journal of clinical biochemistry : IJCB》2005,20(1):98-102

This study sought to investigate the effects of α-stat and pH stat regimens on cardiac outcome during moderate hypothermic cardiopulmonary bypass. 100 patients undergoing elective coronary artery bypass grafting (CABG) were randomly assigned with respect to the target value for PaCO₂ during cardiopulmonary bypass (CPB) into 2 groups. In 50 patients the target PaCO₂ was 40 mmHg, measured at a standard electrode temperature of 37°C while in the other 50 patients the target PaCO₂ was 40 mmHg, corrected to the patients nasopharyngeal temperature (lowest value reached: 32±0.5°C). There were no significant differences between groups with regards to cardiac outcome such as appearance of new ‘Q’ waves on the electrocardiogram, postoperative creatinine kinase-MB fraction, systemic vascular resistance (SVR), cardiac index (Cl), need for inotropic or intra-aortic balloon pump support and the length of postoperative ventilation or intensive care unit stay. These findings support the hypothesis that CO₂ management during CPB at moderate hypothermia has no clinically significant effect on cardiac outcome.  相似文献   

Foundations of system theory: multidecomposable systems     

Brian D.O. Anderson  Michael A. Arbib  Ernest G. Manes 《Journal of The Franklin Institute》1976,301(6):497-508

The paper discusses multilinear, and more generally multidecomposable, machines. An m-linear machine is shown to be realizable as a network of k-linear machines for k?(m-1), linked by certain memoryless m-linear maps. In this way, an m-linear machine can be broken down into linear machines and multilinear memoryless maps.  相似文献   

Universal basic education in Nigeria: availability of schools’ infrastructure for effective program implementation     

Peter O. Ikoya  D. Onoyase 《Educational studies》2008,34(1):11-24

This paper examines the availability and adequacy of schools’ infrastructural facilities for implementation of the Universal Basic Education program in Nigeria. Adopting the ex post facto design, the researchers used existing school data on physical facilities, including a survey of key stakeholders in the education sector. Data analysed revealed inadequacy of physical facilities for effective implementation of the UBE program. It was accordingly recommended that government at the national, state and local levels show better commitment to the implementation of the Universal Basic Education program.  相似文献   

Stakeholders integration in higher education: supply chain approach     

U. M. Al-Turki  S. Duffuaa  T. Ayar  O. Demirel 《European Journal of Engineering Education》2008,33(2):211-219

Supply chain management principles have emerged in the last decade as a strategic option to meet new challenges in global business environment. Viewing business environment as part of a chain, starting from raw material suppliers to end customers passing by producers, is at the heart of supply-chain management. Many management principles have emerged for better planning and controlling this chain to the benefit of all parties involved. This paper explores the implications of supply-chain management principles on higher education. First, a supply-chain view of higher education is described and its environment is analysed for the possibility of adopting supply-chain principles. Features that might be catalysts or hurdles towards these principles are identified. Second, a framework for supply-chain coordination and integration in higher education that takes into consideration these features are developed. Finally, existing practices that address supply-chain in higher education are identified and some new practices representing a natural extension of supply-chain management practices are suggested. A potential case study for implementing these concepts is presented.  相似文献   

The use of information technology for educational management in Uganda and Botswana     

R. Bisaso  O. Kereteletswe  I. Selwood  A. Visscher 《International Journal of Educational Development》2008

This paper reports on a study of the implementation of a Computerised Information System (CIS) at the Ministry of Education in Botswana, and the use of CISs in secondary schools in Uganda. The findings portray the levels of use, the impact of CIS use, and the factors that influence the utilisation of the CISs in both countries. Although both countries have recognised the potential of CISs for managing educational institutions, the utilisation of these information systems were still at an early stage. Users’ perceptions of the impact of CIS use were in general very positive. Factors critical for CIS use in Botswana were the quality of the information the CIS provided, and the amount of user training. In Uganda, the amount of CIS use was especially dependent on the extent of training, and the support from the information system administrator. Carefully designed user training courses are considered important in promoting wider and better CIS use.  相似文献   

A brief history of general education     

Terry O’Banion 《Community College Journal of Research & Practice》2016,40(4):327-334

In the 1960s, general education was at the forefront of innovative programs in American community colleges. Every community college designed a program of a common core of courses for the common person. General education was so popular it was included as one of the required components of a comprehensive community college along with university transfer, vocational and occupational programs, remedial education, and community service programs. By the 1980s, the common core idea began to fracture, and faculty began to add so many courses to meet general education requirements that today Thomas Bailey and his colleagues at the Community College Research Center cite the cafeteria-style, self-service model as one of the key issues keeping the Completion Agenda from reaching its goals. Whereas in the 1960s, students were required to take one comprehensive course in the humanities; students today choose from among 60 or more courses to meet the humanities requirement. In current student success reform efforts to increase retention and completion rates, the curriculum has pretty much been ignored. But leaders in a handful of community colleges are beginning to realize the unintended consequences of too many courses and too many choices, and they are beginning to appoint faculty committees to explore and redesign general education programs to better serve the needs of today’s students. Few faculty leaders and administrators are familiar with the history and philosophy of general education, and this brief history will be helpful in their work as they design the next generation of these programs.  相似文献   

Factor analysis of the pervasive developmental disorders rating scale with teacher ratings of students with autistic disorder     

Thomas O. Williams    Ronald C. Eaves 《Psychology in the schools》2005,42(2):207-216

The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 2003) is a rating scale that is used in the screening process for pervasive developmental disorders (PDD). The PDDRS contains three scales: Arousal, Affect, and Cognition. In this study, the construct validity of the PDDRS was examined with teacher ratings from a sample of 168 children with autistic disorder through exploratory and confirmatory factor analysis. In the exploratory factor analysis, a three‐factor structure was examined. Confirmatory factor analysis was employed to evaluate the model‐fit of the data for the hypothesized second‐order factor structure. The results supported the averred factor structure of the PDDRS with teacher ratings for students with autistic disorder. Limitations of the data and areas for future research are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 207–216, 2005.  相似文献   

A scholarly approach to solving the feedback dilemma in practice     

Berry O’Donovan  Chris Rust  Margaret Price 《Assessment & Evaluation in Higher Education》2016,41(6):938-949

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.  相似文献   

STEM-Focused Academies in Urban Schools: Tensions and Possibilities     

Na’ilah Suad Nasir  Sepehr Vakil 《学习科学杂志》2017,26(3):376-406

Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of racialized learning pathways to examine access to science, technology, engineering, and mathematics (STEM) learning spaces and the ways in which decisions about engaging these learning settings are bound up in notions of race, racial identity, gender, and belonging. We also take up the questions of how researchers and educators can intentionally design for positive racialization toward more inclusive school organization and classrooms. This article contributes to understanding of (a) how learning and identity development are mediated by broader processes of racialization tied to schooling organization and access structures and (b) how racial and gender inequities in STEM can be both reproduced and contested in large urban schools serving racially and socioeconomically diverse students. We contribute to the literature on equity and access in STEM by attending to the racialization processes that we argue are always at work in urban schools, particularly so in schools that are organized into pathways demarcated along racialized lines.  相似文献