Not a “Whorish Actress”: Celebrity and the Early American Stage          下载免费PDF全文

M. Susan Anthony 《Journal of American culture (Malden, Mass. : 2003)》2015,38(4):401-412

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Finding the Optimal Match     

Carol J. Mills  Arne E. Tangherlini 《Equity & Excellence in Education》2013,46(2-4):205-208

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The importance of eating local: slaughter and scurvy in Antarctic cuisine     

Anthony JC 《Endeavour》2011,35(4):169-177

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Cultivating minority scientists: Undergraduate research increases self‐efficacy and career ambitions for underrepresented students in STEM     

Anthony Carpi  Darcy M. Ronan  Heather M. Falconer  Nathan H. Lents 《科学教学研究杂志》2017,54(2):169-194

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority‐Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self‐reflective process. As a result, while the program's graduates have traditionally pursued entry‐level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post‐graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority‐serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long‐standing under‐representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017  相似文献   

The Diagnosis of Autism Spectrum Disorder in Urban Indonesia: A Brief Report     

Fransisca Febriana Sidjaja  Peter Anthony Newcombe  Irwanto  Kate Sofronoff 《International Journal of Disability, Development & Education》2017,64(1):33-44

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Views of effective college faculty: a mixed analysis     

John R. Slate  Kimberly Nichols LaPrairie  Don P. Schulte  Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2011,36(3):331-346

A mixed analysis of the perceived characteristics of effective college faculty members was conducted through surveying 615 students, predominantly Hispanic, enrolled in courses at two southwest Hispanic‐serving universities. Beliefs were identified that led to 29 prevailing themes: Knowledgeable; Understanding; Communication; Teaches Well; Caring; Organised; Flexibility; Positive Attitude; Patience; Experience in the Classroom; Fair; Helping; Respectful; Open‐minded; Builds Relationships; Passion for the Job; Service; Makes Learning Interesting; Uses Different Modalities; Fun; Motivating; Intelligent; Involving Students; Being Available; Friendly; Connects with the Real World; Listening; Creativity; and Challenges Student. Of these themes, knowledgeable, Understanding, Communication and Teaches Well received the highest endorsements and are congruent with student evaluations that are components of promotion and tenure decisions.  相似文献   

Examining workload models in online and blended teaching          下载免费PDF全文

Belinda Tynan  Yoni Ryan  Andrea Lamont‐Mills 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):5-15

Over the past decade, most Australian universities have moved increasingly towards “blended” and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with “e‐teaching” are not readily available. A search of the international literature indicated that there is limited rigorous literature and research that points to the actual effects on workload in online and blended higher education teaching environments. This paper reports on a research project in four Australian universities, and the perceptions of a representative group of staff who perceived that e‐teaching had increased their “teaching time” workload, and that Workload Allocation Models (WAMs) did not take account of contemporary teaching modalities.  相似文献   

Serum Testosterone, 17β-Estradiol and PSA Levels in Subjects with Prostate Disorders     

Anthony J. Usoro  Aniebietabasi S. Obot  Itemobong S. Ekaidem  Okon E. Akaiso  Alphonsus E. Udoh  O. Akinloye 《Indian journal of clinical biochemistry : IJCB》2015,30(1):59-65

Prostate carcinoma is the most frequently diagnosed malignancy and the second leading cause of death as a result of cancer in men in the US and other parts of the world. There are conflicting reports on the serum levels of testosterone and 17β-estradiol (E₂) in benign prostatic hyperplasia (BPH) and prostate cancer. This study was designed to evaluate the serum concentrations of these hormones in patients with these disorders. Serum levels of prostate specific antigen (PSA), total testosterone and estradiol were determined in 228 subjects comprising of 116 subjects with BPH, 62 subjects with prostate cancer (CaP) and 50 age-matched apparently healthy controls, using ELISA methods. PSA levels were significantly elevated (p < 0.05) in BPH subjects than controls, while there was no significant difference (p > 0.05) in testosterone and estradiol levels of these subjects. PSA and estradiol levels were significantly higher (p < 0.05) in CaP subjects than in controls, while there was no observed significant difference (p > 0.05) in testosterone levels. CaP subjects had significantly raised PSA, testosterone, and estradiol levels than BPH subjects. The mean molar ratio of testosterone: E₂ was lowest among CaP patients (134:1) and highest among controls (166:1). Significant positive correlation between PSA and 17β-estradiol was observed in prostate disorders (BPH and CaP patients: r = 0.347; p = 0.000). Significant negative correlations between testosterone and PSA were also observed among BPH patients (r = −0.221, p = 0.049) and control subjects (r = −0.490, p = 0.000). No significant correlation existed between testosterone and PSA in CaP patients (r = 0.051, p = 0.693). Correlations between age and estradiol in both BPH and CaP were not significant (p > 0.05). This study has shown that, there was a significant increase in serum estradiol in CaP subjects, while the testosterone levels in both BPH and CaP subjects were not different from those of controls.  相似文献   

Economic analysis of World Bank education projects and project outcomes     

Ayesha Yaqub Vawda  Peter Moock  J. Price Gittinger  Harry Anthony Patrinos 《International Journal of Educational Development》2003,23(6):645-660

This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost–benefit analysis and cost–effectiveness analysis and the quality of project outcomes. Economic analysis of projects is a tool for weeding out potentially poor investments and selecting potentially worthwhile ones. Good practice education projects require good economic analysis—analysis of demand, of the counterfactual private sector supply, of the project’s fiscal impact, of lending’s fungibility—and strong sector work before project design.  相似文献   

Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context     

Khara Pence Turnbull  Angela Beckman Anthony  Laura Justice  Ryan Bowles 《Early education and development》2013,24(1):53-79

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