排序方式： 共有92条查询结果，搜索用时 17 毫秒
41.
Martin Voracek Ulrich S. Tran Melitta Fischer-Kern Anton K. Formann Marianne Springer-Kremser 《Higher Education》2010,59(6):737-748
Various research findings, mostly from Anglo-American countries, evidence the medical profession to be strongly familial and
further suggest that a medical family background may be associated with study success in medical undergraduates. This study
explored the familial aggregation of the medical profession among 1-year cohort samples of medical and psychology students
in Austria. Whereas physicians only amount to about 0.4% of the total Austrian population, 45.8% of final-year medical students
reported any and 25.6% a first-degree medical relative. Male students more likely had physicians in their family than female
students and both sexes more likely had male than female medical relatives. Male final-year medical students with first-degree
medical relatives were significantly younger than those without, thus indicating faster study progress in this group. Physicians
also ran in the families of psychology students, as did psychologists and psychotherapists. Implications of these findings,
study limitations, and avenues for future research are discussed. 相似文献
42.
Nguyen Huu Sau Dinh Cong Huong Mai Viet Thuan 《Journal of The Franklin Institute》2021,358(1):1044-1069
This paper addresses the reachable sets bounding problem for time-delay positive singular systems subject to bounded disturbances. The time delays in the considered systems are assumed to be time-varying. Both invariant and time-varying singular systems are investigated in this paper. Existence conditions of componentwise ultimate bounds of the state vector of considered systems are derived and given in terms of the spectral abscissa of the system matrices, which are easy to be checked. The obtained results are demonstrated by two numerical examples. 相似文献
43.
Minerva - Given the importance of research communities and research mentoring activities in developing research skills, universities around the world have paid special attention to improving these... 相似文献
44.
Reginald Tran Byungwook Ahn David R. Myers Yongzhi Qiu Yumiko Sakurai Robert Moot Emma Mihevc H. Trent Spencer Christopher Doering Wilbur A. Lam 《Biomicrofluidics》2014,8(4)
Cell culture in microfluidic systems has primarily been conducted in devices comprised of polydimethylsiloxane (PDMS) or other elastomers. As polystyrene (PS) is the most characterized and commonly used substrate material for cell culture, microfluidic cell culture would ideally be conducted in PS-based microsystems that also enable tight control of perfusion and hydrodynamic conditions, which are especially important for culture of vascular cell types. Here, we report a simple method to prototype perfusable PS microfluidics for endothelial cell culture under flow that can be fabricated using standard lithography and wet laboratory equipment to enable stable perfusion at shear stresses up to 300 dyn/cm2 and pumping pressures up to 26 kPa for at least 100 h. This technique can also be extended to fabricate perfusable hybrid PS-PDMS microfluidics of which one application is for increased efficiency of viral transduction in non-adherent suspension cells by leveraging the high surface area to volume ratio of microfluidics and adhesion molecules that are optimized for PS substrates. These biologically compatible microfluidic devices can be made more accessible to biological-based laboratories through the outsourcing of lithography to various available microfluidic foundries. 相似文献
45.
Thi Tuyet Tran 《Higher Education》2013,65(5):631-644
This study investigates the perceptions of higher education students, recent graduates and employers in Vietnam on the issue of skill development in the higher education system in Vietnam. Enhancing skill development is considered essential for students, not only to pursue their study, but also for their success later, at work and in life. The results suggest that though there is evidence of effort to change, to include and to develop soft skills in the system, the central-controlled curriculum, the traditional teaching method, the prevalence of passiveness among students and cultural features all hinder the effort of developing skills for university students. The limitation in skill development during university is considered one of the biggest barriers preventing university graduates from making a smooth transition to the workplace. 相似文献
46.
Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching. 相似文献
47.
This study investigates the viewpoints of higher education managers, staff, lecturers and students on the impacts of accreditation in institutional quality management. These views are explored via a case study approach involving semi-structured interviews with key stakeholders at a leading university in Vietnam. The study’s results suggest that accreditation influences most of the university’s management activities, including programmes, teaching activities, lecturers, supporting staff, learners and facilities. We argue the influence of accreditation contributes significantly to enhancing the university’s quality of teaching, learning, research and management. Recommendations for improvement in the use of accreditation results are proposed. 相似文献
48.
This study addressed the research question: How do Vietnamese principals lead the professional learning of teachers? The research was comprised of a multiple-site case study of leadership and teacher learning in four Vietnamese schools. Qualitative data analysis aimed at identifying modal practices adopted by these Vietnamese principals to lead teacher learning in their schools. The research identified four key leadership practices: moral purpose, collaboration, learning support, and motivational strategies. The findings support assertions for a broad set of globally-relevant school leadership practices as well as the need to adapt these to the cultural context of specific schools. 相似文献
49.
This paper compares the free-throw performance of men and women in the National Collegiate Athletic Association (NCAA), taking into account differences in ball size, ball stiffness, and release height. Although some claim that men are more athletic, based on the assumption that athleticism correlates with physical traits, the average free-throw percentages in NCAA Division 1 basketball have been close for decades and across gender. The larger men’s basketball could create a disadvantage for men. On the other hand, the stiffer women’s basketball could create a disadvantage for women. In addition, women typically launch the ball from a lower height above the floor than men do. Therefore, the question of which gender is more consistent was unanswered. To answer this question, we turned to simulations of basketball trajectories. We patched together closed-form trajectory events that terminate at the front rim, back rim, backboard, and a fictitious plane below the ring. This produced what we call speed lines. Using the speed lines and NCAA average free-throw percentages, the consistencies of men- and women-free throws were determined. Examination of the speed lines reveals that they exhibit fractal-like behavior. We analyzed sensitivities with respect to ball size, ball bounce, and release height. We found that the most influential factor in determining free-throw success is the average release height of a gender. Under the stipulated assumptions, this paper found that women are about 3% more consistent than men are. 相似文献
50.
This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest (M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest (M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions. 相似文献