排序方式： 共有46条查询结果，搜索用时 218 毫秒
31.
In this paper we analyse the extent to which the quality of teaching and research inputs, as measured by Quality Assurance Agency (QAA) and Research Assessment Exercise (RAE) scores, can account for variations in the employability of taught postgraduates. Pooling data from the 1997, 1998 and 1999 First Destinations Surveys we estimate regression equations for male and female UK postgraduates. Our results suggest that the lack of direct financial rewards associated with a higher QAA score may have persuaded many institutions to adopt a ‘threshold’ approach to Subject Review. However, the impact of RAE score suggests that students in institutions with a stronger research culture do have enhanced levels of employability. This is in line with the strong emphasis on active research input mandated by many professional bodies at the postgraduate level. When considered alongside recent policy pronouncements, this suggests that many institutions choosing to become teaching‐only, may ultimately risk becoming undergraduate‐only. 相似文献
32.
A choice and a conditioned suppression procedure were used to assess concurrently the positive and negative properties of stimuli within a signaled shock schedule, Occasional shocks were presented to Ss responding on a variable-interval food schedule. Ss could choose whether shocks occurred alone or whether they were preceded by a 1-min signal. All Ss chose the signaled shock condition over the unsignaled one, even though food reinforced responding in the presence of the signal was suppressed. Rate of responding for food varied across stimulus conditions, with the lowest rate in the presence of the signal and the highest rate in its absence. An intermediate rate occurred under the unsignaled shock schedule. A safety analysis was applied to the data. 相似文献
33.
The effects of signal duration when choosing between signaled and unsignaled response-independent reinforcers were examined in two experiments. In Experiment 1, albino rats were given a choice between signaled and unsignaled food delivered on variable-time 60-sec schedules using a 20-sec signal. All subjects preferred the signaled schedule at a level comparable to that reported in an earlier study using a 5-sec signal. Experiment 2 presented six rats with a direct choice between a 5-sec and a 20-sec signal condition, and three rats with a choice between a 1.5-sec and a 5-sec signal duration. Subjects preferred the 20-sec signal over the 5-sec signal, but no pReference was found with the 1.5-sec vs. a 5-sec signal. Current theoretical views, such as delay reduction and behavioral competition, are considered. 相似文献
34.
Laura Del Favero Pietro Boscolo Giulio Vidotto Marco Vicentini 《Learning and Instruction》2007,17(6):635-657
In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history. 相似文献
35.
This study was focused on elementary school students'processes of scientific understanding within aclassroom environment characterized as a community ofdiscourse. In particular, it explored the role ofwritten discourse both on the plane of knowledgedevelopment and the conceptualization and evaluationof the writing activity itself. The purposes of thestudy were: (a) to see whether students could use writingas a means to express and compare ideas, reason andreflect on them in the process of scientificunderstanding; (b) to see whether writing in the serviceof learning facilitated the understanding of the newtopic through conceptual change; (c) to see whetherwriting affected the conceptualization of the writingactivity itself. Thirty-six fourth graders divided intwo groups, experimental (writing) and control(no-writing), were involved in the implementation ofcurriculum units on plants, whose target concept wasphotosynthesis. The findings show that in theexperimental group the students reached a betterconceptual understanding of the target concept andmore advanced metaconceptual awareness of the changesin their own knowledge structures. Moreover, theconceptualization of the writing activity seemed tochange as well to some extent as writing in aconceptual change process affected the ways learnersviewed some functions of it. 相似文献
36.
Longobardi Emiddia Spataro Pietro Pizzicannella Emiliano 《European Journal of Psychology of Education - EJPE》2018,33(2):277-293
European Journal of Psychology of Education - Previous studies with English-speaking children showed that handwriting and spelling abilities played a critical role in the development of writing... 相似文献
37.
Pietro Daniel Omodeo 《Science & Education》2014,23(3):557-564
This paper aims at showing the close ties between Renaissance literature and science as emerge from the use and the transformation, in a post-Copernican context, of the myth of Phaeton—according to Greek mythology: the boy who tried to conduct the chariot of the Sun and died in this attempt. G.B. Benedetti’s analysis and criticism of Ovid’s Metamorphoses, book two, provides an insight into this literary and scientific issue. Astronomical poems and variations of Phaeton’s myth by other illustrious Renaissance men—including T. Brahe and King James of Scotland and England—are taken into account, as well. 相似文献
38.
Claudia Pelosi Davide Fodaro Livia Sforzini Claudio Falcucci Pietro Baraldi 《文物保护研究》2017,62(5):266-282
This work presents the results of the investigation carried out on a group of terracotta sculptures (modelli) (sixteenth to eighteenth century) belonging to the extraordinary collection of Palazzo Venezia in Rome. The study, the diagnostic analysis, and the conservation work, were possible thanks to the grant supplied by the Getty Foundation of Los Angeles and by the bank Intesa San Paolo. The terracotta modelli had a practical function as they were of great use as sketches to the creation of the final masterpieces or as models for restoration. As a consequence, the terracotta models allow reconstructing the creative process of artists and restorers, fundamental to outlining the ancient workshop production. X-ray fluorescence spectroscopy, micro-stratigraphic investigation, Fourier transform infrared spectroscopy, and micro-Raman spectroscopy were chosen as useful techniques to study the morphology and composition of the surface-painted layers. Usually the surfaces were painted in order to simulate the materials of the sculpture for which the model was created, for example lead white was used to obtain a white surface simulating marble. But, often the models were re-painted to make them more attractive for the antique trade. So, several pigments have been found on the surfaces such as zinc white, Prussian blue, chrome yellow, and mono-azo pigment. In some cases, the characterization of the surface paintings was particularly important to the final decision about removing or leaving the surface paint in place. 相似文献
39.
The effects of topic knowledge, text coherence, and topic interest on learning from text were examined. One hundred sixty high school students participated in 1 of 4 groups according to their levels of topic knowledge and interest. Participants read 1 of 3 versions of a scientific text: minimally coherent, locally coherent, and locally and globally coherent. Text comprehension was examined by tasks aimed at tapping both textbase and situation-model levels. The contribution of topic interest seemed to increase according to the quantity of learners' topic knowledge. High-knowledge and high-interest students performed significantly better than those in the other 3 groups in all tasks. Text version differentiated students' performance on all measures but 1. The expected Group x Version interactions did not emerge. 相似文献
40.
Belmiro Freitas De Salles Marcos Doederlein Polito Karla Fabiana Goessler Pietro Mannarino Thiago Torres Matta Roberto Simão 《European Journal of Sport Science》2016,16(8):927-931
In its last position stand about strength training, the American College of Sports Medicine recommends a rest interval (RI) between sets ranging between 1 and 3?min, varying in accordance with the objective. However, there is no consensus regarding the optimal recovery between sets, and most studies have investigated fixed intervals. Therefore, the aim of this study was to analyse the effects of fixed versus self-suggested RI between sets in lower and upper body exercises performance. Twenty-seven healthy subjects (26?±?1.5; 75?±?15?kg; 175?±?12?cm) were randomly assigned into two groups: G1: lower body exercises and G2: upper body exercises. Squat and leg press 1 repetition maximum (1RM) were tested for the G1 and bench press and biceps curl 1RM for G2. After the 1RM tests, both groups performed three sets to concentric failure with 75% of 1RM in combination with different RIs (2?min or self-suggested) on separate days and the exercises performance was evaluated by the number of repetitions. The results demonstrated no significant differences in the number of repetitions between 2?min and self-suggested RIs that presented similar reductions with the sets progression. It was also shown that the self-suggested RI spent less time recovering than the 2?min RI group on average. This suggests that for individuals with previous experience, the self-suggested RI can be an effective option when using workloads commonly prescribed aiming hypertrophy. Also, the self-suggested RI can reduce the total training session duration, which can be a more time-effective strategy. 相似文献