Evaluation of the Antioxidant and Antimicrobial Activities of Ethyl Acetate Extract of Saccharomyces cerevisiae     

Essam A. Makky  Manaf AlMatar  Mahmood H. Mahmood  Ooi Wei Ting  Wong Zi Qi 《Food Technology and Biotechnology》2021,59(2):127

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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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An interactive e-learning system for improving web programming skills     

A. F. Elgamal  H. A. Abas  E.-S. M. Baladoh 《Education and Information Technologies》2013,18(1):29-46

This paper introduces an interactive e-learning system that provides an integrated environment for web programming. The proposed system is web-based. It provides an online editor for writing, editing, updating, and executing programming code, so the learners can execute examples and practical exercises online. In addition, it provides auto complete and syntax highlighting in editing code, which could help learners to remember the syntax more easily. The proposed system provides communication and interactive tools including Chat-Room, E-Mail, and Discussion Board (Forum) among learners and instructors. Moreover, it provides the instructors with an online exam system. It monitors, collects and keeps information about learners’ performance and activities. Therefore, instructors can use the recorded information to keep tracking of the learner’s progress. The system is based on the common three-tier-architecture of web-based applications that is organized into presentation tier, logic tier, and data tier.  相似文献   

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US     

Judith R. Harrison  Denise A. Soares  Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231

ABSTRACT

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.  相似文献   

Alternative Models for Doctoral Mentor Organisation and Research Supervision     

David C. Price  Arthur H. Money 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):127-135

The design and delivery of a professionally-oriented, management, doctoral programme introduces new criteria for the selection and training of mentors and supervisors. An internationally dispersed student body of mobile, senior business and academic professionals compounds the problems. This article considers alternative models for delivery and exemplifies course design issues through a development in a major management college. Issues of semi-remote and remote mentoring and supervision are illustrated with examples from a Doctor of Business Administration (DBA) programme, showing the need for disaggregation and reconstitution of the mentoring and supervisory roles and their sensitive application, given the international mobility of most of the students.  相似文献   

Mentoring in the virtual organization: keys to building successful schools and businesses     

Deborah Lavin Colky  William H. Young 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):433-447

Mentoring can take on a whole new perspective when people have a common goal but are in different physical locations. The benefits of virtual mentoring, in other words, mentoring when the mentor and mentee are not geographically co‐located, and which occurs mainly by electronic communication, can be substantial. They include lowered costs, increased access to mentors, and no limitations on space, time, and location. There are also disadvantages to virtual mentoring. Notable among these is the lack of face‐to‐face communication, something that adds another dimension to understanding the tone and attitude of messages between mentors and mentees. This article not only defines and analyzes the concept of mentoring as performed in the virtual organization but also deals with phases of mentoring and types of mentors used in this relatively new work environment. The synthesis of the literature and the authors’ experience results in a list of keys to successful mentoring in the virtual organization. These are: trust, self‐motivation, flexibility, communication skills, and technological skills. In addition, implications for worldwide mentoring are discussed.  相似文献   

Book Reviews     

Lee Stewart Ed.D.  Christy M. Rhodes MS  William H. Young EdD  Deborah T. Carran  Teresa Craig Evans  Joan C. Fingon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):47-52

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Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?     

Iva Strnadová  Vanda Hájková  Lea Květoňová 《International Journal of Inclusive Education》2013,17(10):1080-1095

Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assistants. The participants also shared strategies they used to deal with the barriers they faced. These were assertiveness, self-determination, metacognition, efforts to ‘fit in’, optimism, and career planning. The implications for policy and universities are discussed.  相似文献   

College Women Mentoring Adolescent Girls: The Relationship between Mentor Peer Support and Mentee Outcomes     

Jenna H. Marshall  Edith C. Lawrence  James Peugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):444-462

In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees’ self-reported improvement after a year of mentoring. An examination of mentees’ self-esteem outcomes revealed that mentor peer support was associated with higher outcomes only for those mentees who had higher pre-program scores; for those with below average pre-scores, mentor support was associated with lower self-esteem. Taken together, these results indicate that mentor support may serve as an important function beyond ongoing training, though its effectiveness may vary based on mentee characteristics. Implications are discussed.  相似文献   

Leadership and The Effective School   总被引：3，自引：3，他引：0  

Steve Murgatroyd  H.L. Gray 《School Leadership & Management》2013,33(3):285-295

The article examines the origins and purposes of assessment for learning (AfL) within the National Curriculum Assessment context in England. As a part of the Primary Strategy, AfL became part of the government's drive to improve standards through measuring school outcomes. The authors describe their investigation into teachers' understandings of AfL, how AfL has influenced teaching, learning and assessment in the intervening six years and whether it has established a presence as part of teaching pedagogy.  相似文献