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The paper takes into discussion the issue of quality of higher education services, from the perspective of graduates and employers as main beneficiaries of higher education services, by putting face to face expectations of students at graduation with employers’ requirements. In the two surveys conducted in 2006 in Romania, both graduates and employers have been asked about skills and abilities developed through higher education programmes and the extent to which these correspond to their expectations and requirements. The discussion is relevant to the vast literature presenting the skills debate, employment and graduates transition to the labour market, as well as to the literature presenting students’ expectations from higher education. 相似文献
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Rodrigo Ramírez-Campillo Marcelo Vergara-Pedreros Carlos Henríquez-Olguín Cristian Martínez-Salazar Cristian Alvarez Fábio Yuzo Nakamura 《Journal of sports sciences》2016,34(8):687-693
In a randomised controlled trial design, effects of 6 weeks of plyometric training on maximal-intensity exercise and endurance performance were compared in male and female soccer players. Young (age 21.1 ± 2.7 years) players with similar training load and competitive background were assigned to training (women, n = 19; men, n = 21) and control (women, n = 19; men, n = 21) groups. Players were evaluated for lower- and upper-body maximal-intensity exercise, 30 m sprint, change of direction speed and endurance performance before and after 6 weeks of training. After intervention, the control groups did not change, whereas both training groups improved jumps (effect size (ES) = 0.35–1.76), throwing (ES = 0.62–0.78), sprint (ES = 0.86–1.44), change of direction speed (ES = 0.46–0.85) and endurance performance (ES = 0.42–0.62). There were no differences in performance improvements between the plyometric training groups. Both plyometric groups improved more in all performance tests than the controls. The results suggest that adaptations to plyometric training do not differ between men and women. 相似文献
33.
SYNOPSISAn increase in sympathetic nervous system (SNS) activity or reactivity in response to stimulation is usually interpreted as an index of heightened maladaptive distress. However, sympathetic activation also underlies promptness to action, so it is not clear whether the same relation could stand for parental responses to infant cry given that a ready and prompt parental response to infant cry favors more adaptive cognitive, social, and emotional development in the infant. Previous studies have not been consistent in the interpretation of sympathetic activation which occurs in response to infant cry. We discuss these two opposing proposed interpretations. A possible alternative interpretation may be that medium activation of the SNS is adaptive because it prepares the organism to act promptly, whereas too low or too high SNS activation is maladaptive because it underlies a lack of empathetic reaction or a highly distressed response. 相似文献
34.
When reasoning about infinite sets, children seem to activate four categories of conceptual structures: geometric (g-structures), arithmetic (a-structures), fractal-type (f-structures), and density-type (d-structures). Students select different problem-solving strategies depending on the structure they recognize within the problem domain. They naturally search for structures in challenging learning contexts. This tendency to search for structure might be a characteristic of human cognition and a necessary condition for human knowledge development. For example, specific fractal structures are intrinsic to concepts such as the numerical system that have been developed by the human race over a long period of time. When these structures are emphasized within teaching, they can facilitate the deep understanding of several basic concepts, in mathematics and beyond. 相似文献
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The corrosion of public education in Mexico by institutional rigidities and decades of underfunding have placed the system in severe crisis. The rich have opted out and the poor are dropping out of it. The failure of incomplete and politically decentralisations to address poor quality and persistent inequalities have resulted in widespread applause for special compensatory programmes aimed to reach the most underprivileged students. This article argues that the disappointing results are due their sidestepping needed reforms within the system in favour of targeting the students it is incapable of retaining, and an erroneous view of the underprivileged as possessing educational aspirations and abilities completely distinct from the rest of society. The article proposes a more inclusive educational approach to provide high quality education for all. 相似文献
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The .70 and .80 reliability standards, proposed by Jum Nunnally, are widely employed across a spectrum of research domains. Nonetheless, due to their arbitrary nature, both standards fail to satisfy the needs of researchers. This paper presents a set of formulas that can be used to compute minimum reliability standards as a function of a decision criterion (margin of error). An example based on a study of preliteracy is considered, for which a two-facet generalizability theory design was employed to estimate a g-coefficient. The minimum reliability standard was used to determine whether the decision criterion was satisfied by the observed reliability coefficient. 相似文献