Scientific knowledge and expert advice in debates about large technological innovations     

Jerome Ravetz 《Minerva》1978,16(2):273-282

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The Impact of the European Standards and Guidelines in Agency Evaluations     

BJØRN STENSAKER  LEE HARVEY  JEROEN HUISMAN  LIV LANGFELDT  DON F. WESTERHEIJDEN 《European Journal of Education》2010,45(4):577-587

The emergence of the European Standards and Guidelines (ESG) for Quality Assurance has been seen as an important step towards realising the European Higher Education Area by creating more transparency and accountability in the area of quality assurance. The ESG also include standards as to how quality assurance agencies should be reviewed. In a meta-analysis of the reviews undertaken of quality assurance agencies, this article explores to what extent the ESG is having an impact on the reviews.  相似文献   

Competencies for administrators of special education     

Tom B. Gillung  Jerome Spears  Pam Campbell  Chauncy N. Rucker 《Journal of Personnel Evaluation in Education》1992,6(1):71-90

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Book reviews     

Harold E. Hill  Stephen B. Jones  Laurel Dickerson  Jerome K. Miller  William Winn 《Educational technology research and development : ETR & D》1980,28(3):209-218

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Further developing the profession's research mentality   总被引：1，自引：1，他引：0       下载免费PDF全文

Rebecca N. Jerome 《Medical Library and Historical Journal》2008,96(4):287-289

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Utilization and dominance of spatially separated cues as a function of water deprivation     

Jerome S. Cohen  Gregory Hachey 《Learning & behavior》1977,5(1):103-109

Utilization and dominance of physically separate redundant-relevant cues were measured in albino rats under moderate (18 h/day) or high (23.5 h/day) water deprivation. Cues were located on goal doors (brightness) and the floor (texture) in a two-choice discrimination apparatus. Three experiments were carried out with the following paradigms: incidental cue, redundant-relevant cue discrimination, and optional shift discrimination. Deprivation did not affect rate of acquisition of initial discrimination or cue dominance. Cue utilization, however, was inversely related to deprivation in redundant-relevant cue and optional shift discrimination tasks. These effects were limited, however. Over-training on the redundant-relevant cue task eliminated the effect. Within the optional shift situation, only animals that initially acquired a texture cue discrimination were affected by deprivation. Other factors affecting cue utilization in these experiments were also described and discussed.  相似文献   

Student attitudes towards clinical teaching resources in complementary medicine: a focus group examination of Australian naturopathic medicine students     

Jonathan Lee Wardle  Jerome Sarris 《Health information and libraries journal》2014,31(2):123-132

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Some musings on leadership and organizational stages: Making waves,riding waves,or being caught in the undertow     

Jerome J. Gordon 《Performance Improvement》1991,30(7):16-20

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Relationship between WISC-R and WRAT in children referred for learning difficulties     

Jerome M. Sattler  Joseph J. Ryan 《Psychology in the schools》1981,18(3):290-292

Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R.  相似文献   

A validated instrument measuring students' perceptions on plastinated and three-dimensional printed anatomy tools     

Ramya Chandrasekaran  Shairah Radzi  Peh Zhen Kai  Preman Rajalingam  Jerome Rotgans  Sreenivasulu Reddy Mogali 《Anatomical sciences education》2022,15(5):850-862

Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of $x$² (147) = 211.568, P < 0.001, root mean square error of approximation = 0.068, root mean square residual = 0.064, comparative fit index = 0.946, and Tucker Lewis index = 0.937. The Cronbach's alpha for the individual factors ranged from 0.74 to 0.95, indicating good internal consistency. This demonstrated a psychometrically valid and reliable instrument to measure students' perceptions toward plastinated and 3D printed models.  相似文献