The European university landscape: A micro characterization based on evidence from the Aquameth project   总被引：2，自引：0，他引：2  

Cinzia Daraio  Andrea BonaccorsiAldo Geuna  Benedetto LeporiLaurent Bach  Peter BogetoftMargarida F. Cardoso  Elena Castro-MartinezGustavo Crespi  Ignacio Fernandez de LucioHarold Fried  Adela Garcia-AracilAnnamaria Inzelt  Ben JongbloedGerhard Kempkes  Patrick LlerenaMireille Matt  Maria OlivaresCarsten Pohl  Tarmo RatyMaria J. Rosa  Cláudia S. SarricoLéopold Simar  Stig SlipersaeterPedro N. Teixeira  Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164

This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity.  相似文献   

Analysis of gene expression at the single-cell level using microdroplet-based microfluidic technology     

Mary P  Dauphinot L  Bois N  Potier MC  Studer V  Tabeling P 《Biomicrofluidics》2011,5(2):24109

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Criminal Justice Education: Are We Missing One-third of the Crime Triangle?     

Lisa Growette Bostaph  Patrick Brady  Andrew Giacomazzi 《Journal of Criminal Justice Education》2014,25(4):468-485

Theoretical explanations, systemic response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the United States. However, a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula, despite voluminous research on victims of crime. In this exploratory study, the authors conducted a content analysis of 679 programs from the Academy of Criminal Justice (ACJS) website directory. Departmental and course-level variables were included in the analysis. Results indicate that while more than half of the programs have faculty with expressed interests in victimization, only 11% of programs studied required coursework on crime victims and/or victimization. Implications of the results are discussed.  相似文献   

A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

A retrospective look at replacing face‐to‐face embryology instruction with online lectures in a human anatomy course          下载免费PDF全文

Elmus G. Beale  Patrick M. Tarwater  Vaughan H. Lee 《Anatomical sciences education》2014,7(3):234-241

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face‐to‐face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face‐to‐face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face‐to‐face in 2007 and by online videos in 2008–2009, while a second instructor provided the supplemental face‐to‐face classes in 2008–2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face‐to‐face embryology instruction versus the hybrid approach. Comparison of the face‐to‐face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end‐of‐course survey to assess their opinions. They rated the two forms of delivery similarly on a six‐point Likert scale and reported that face‐to‐face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well‐designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234–241. © 2013 American Association of Anatomists.  相似文献   

Fictitious Academic Expertise and Processing Resources     

Patrick Chambres  Rmy Versace  Catherine Auxiette 《Contemporary educational psychology》2001,26(4):507

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.  相似文献   

MegaBits     

Susan Patrick 《TechTrends》2000,44(3):59-59

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American Folklife and The Grapes of Wrath     

Patrick B. Mullen 《Journal of American culture (Malden, Mass. : 2003)》1978,1(4):742-753

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The nomination of Carol Iannone     

Daniel Patrick Moynihan 《Academic Questions》1992,5(1):57-65

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Does extensive on-water rowing increase muscular strength and endurance?     

Lawton TW  Cronin JB  McGuigan MR 《Journal of sports sciences》2012,30(6):533-540

The purpose of this study was to compare changes in aerobic condition, strength, and muscular endurance following 8 weeks of endurance rowing alone or in combination with weight-training. Twenty-two elite rowers were assigned to (1) rowing (n = 10, 250-270 km · week?1) or (2) rowing (n = 12, 190-210 km · week?1) plus four weight-training sessions each week. Pre and post mean and standardized effect-size (ES) differences in aerobic condition (watts at 4 mmol · L?1) and strength (isometric pull, N), prone bench-pull (6-repetition maximum, 6-RM), 5- and 30-repetition leg-press and 60-repetition seated-arm-pull (J, performed on a dynamometer) normalized by body mass and log-transformed were analysed, after adjusting for gender. The standardized differences between groups were trivial for aerobic condition (ES [±90% CI] = 0.15; ±0.28, P = 0.37) and prone bench-pull (ES = 0.27; ±0.33, P = 0.18), although a moderate positive benefit in favour of rowing only was observed for the seated-arm-pull (ES = 0.42; ±0.4, P = 0.08). Only the weight-training group improved isometric pull (12.4 ± 8.9%, P < 0.01), 5-repetition (4.0 ± 5.7%, P < 0.01) and 30-repetition (2.4 ± 5.4%, P < 0.01) leg-press. In conclusion, while gains in aerobic condition and upper-body strength were comparable to extensive endurance rowing, weight-training led to moderately greater lower-body muscular-endurance and strength gains.  相似文献