The Adult Student and Course Satisfaction: What Matters Most?     

George F. Howell  Jeffrey M. Buck 《Innovative Higher Education》2012,37(3):215-226

Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional, adult students seeking business degrees is positively influenced by giving attention to four specific service-based factors. Based on feedback from 1,725 such students and 214 instructors at five institutions of higher education, a service-based model of course satisfaction is proposed. This model focuses on four manageable variables that are observed as influencing adult students’ satisfaction with a business course: relevancy of subject-matter, faculty subject-matter competency, faculty classroom management, and student workload.  相似文献   

American Quilts and Coverlets in the Metropolitan Museum of Art, 2nd ed Amelia Peck with Cynthia V. A. Schaffner. New York: Metropolitan Museum of Art and MQ Publications, 2007.     

Joyce Howell 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):74-75

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Pushy or a Princess?     

Lis Howell 《Journalism Practice》2017,11(9):1062-1078

Four times as many males as females appeared as experts on flagship television and radio news programmes in the United Kingdom as of the early 2010s. This study draws on four complementary sets of data to explore the reasons behind this disparity. The findings point to a combination of journalists’ news production processes and women’s perceptions of appropriate social norms and roles. A high proportion of woman experts surveyed lack confidence, saying they fear they will be perceived as self-promoting and “pushy” for wanting to appear on air. Broadcast journalists report women need to be persuaded and wooed, acting like “princesses” and therefore making male experts less trouble to recruit.  相似文献   

Selection of serial publications to support researchers (based on the example of scientific works on nuclear power)     

V. S. Lazarev  A. V. Skalaban  I. V. Yurik  P. A. Lis  D. A. Kachan 《Scientific and Technical Information Processing》2017,44(3):196-206

A comprehensive methodology for selecting the world’s scientific periodicals that are necessary to carry out research on specific natural science and technical directions is given based on the use of citation analysis taking into account both citation indexes of selected publications in specialized journals and their citation of specialized journals. A list of world journals and other publications is obtained based on which it is suggested to create the corresponding scientific and information environment.  相似文献   

Revitalizing Complex Analysis     

Russell Howell  Alan Noell  Paul Zorn 《PRIMUS》2017,27(8-9):755-757

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Record of the pittsburgh testing station standard dynamite     

S.P. Howell 《Journal of The Franklin Institute》1926,201(5):645-646

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Impaired eye tracking is associated with symptom severity but not dynamic postural control in adolescents following concussion     

Jessie R. Oldham  William P. Meehan  III  David R. Howell 《运动与健康科学(英文)》2021,10(2):138

PurposeThe purpose of the study was to (1) examine the relationship between self-reported symptoms and concussion-related eye tracking impairments, and (2) compare gait performance between (a) adolescents with a concussion who have normal eye tracking, (b) adolescents with a concussion who have abnormal eye tracking, and (c) healthy controls.MethodsA total of 30 concussed participants (age: 14.4 ± 2.2 years, mean ± SD, 50% female) and 30 controls (age: 14.2 ± 2.2 years, 47% female) completed eye tracking and gait assessments. The BOX score is a metric of pupillary disconjugacy, with scores <10 classified as normal and ≥10 abnormal. Symptoms were collected using the Post-Concussion Symptom Scale (PCSS), and gait speed was measured with triaxial inertial measurement units. We conducted a linear regression to examine the relationship between PCSS and BOX scores and a two-way mixed effects analysis of variance to examine the effect of group (abnormal BOX, normal BOX, and healthy control) on single- and dual-task gait speed.ResultsThere was a significant association between total PCSS score and BOX score in the concussion group (β = 0.16, p = 0.004, 95% confidence interval (95%CI): 0.06‒0.27), but not in the control group (β = 0.21, p = 0.08, 95%CI: –0.03 to 0.45). There were no significant associations between PCSS symptom profiles and BOX scores in the concussion or control groups. There were also no significant differences in single-task (Abnormal: 1.00 ± 0.14 m/s; Normal: 1.11 ± 0.21 m/s; Healthy: 1.14 ± 0.18 m/s; p = 0.08) or dual-task (Abnormal: 0.77 ± 0.15 m/s; Normal: 0.84 ± 0.21 m/s; Healthy: 0.90 ± 0.18 m/s; p = 0.16) gait speed.ConclusionThe concussed group with impaired eye tracking reported higher total symptom severity, as well as worse symptom severity across the 5 PCSS symptom domain profiles. However, eye tracking deficits did not appear to be driven by any particular symptom domain. While not statistically significant, the slower gait speeds in those with abnormal BOX scores may still be clinically relevant since gait-related impairments may persist beyond clinical recovery.  相似文献   

THE SCHOOL AS A CENTER OF COMMUNITY ORGANIZATION     

Albert E. Howell M.A. 《Religious education (Chicago, Ill.)》2013,108(5):328-332

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Comminuted smokeless powder for blasting     

C.E. Munroe  Spencer P. Howell 《Journal of The Franklin Institute》1922,194(3):408-409

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Defining Early Number Sense: A participatory Australian study     

Sally Howell  Coral Kemp 《教育心理学》2005,25(5):555-571

Recent publications in Australia focus on “number sense” as an important component of mathematics instruction. The current study attempted to tap into local expert knowledge in the area of early mathematics in an effort to establish a consensus on which skills reflect the number sense typically acquired by school entry. A modified Delphi procedure was employed whereby participants were asked to indicate their level of agreement with a variety of skills as indicators of number sense in young children. The study raised questions about the efficacy of this type of participatory research when used in relation to an ill‐defined construct. It also revealed a lack of consensus among the group of academics who agreed to participate in the study.  相似文献