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Sunderesh S. Heragu Robert J. Graves Charles J. Malmborg Sybillyn Jennings Dianna L. Newman 《European Journal of Engineering Education》2003,28(3):375-393
Materials handling is a vital function in a manufacturing or distribution system. Efficient handling of material allows such systems to operate at high levels of productivity. US companies invest over US$60 billion annually in materials handling technology. It is therefore extremely important for universities to prepare materials handling engineers who understand the principles of materials handling, as well as the design, implementation, operation and control of materials handling systems so that they can ensure the cost-effectiveness of this investment. This paper pertains to development of an interactive, multimedia-based system for use in materials handling classes. Modules in the system introduce students to: the 10 principles of materials handling; and two major equipment categories—conveyors and automated storage and retrieval systems. They illustrate industrial applications of material handling equipment and teach the problem-solving process through a case study and an extensive series of models, algorithms, problems and solutions. The modules have been formally evaluated and results are summarized. They are being distributed at a nominal cost to US and international universities. The module described in this paper on the ‘10 principles of materials handling’ was selected as a finalist for the 2002 PREMIER Award for Excellence in Engineering Education Courseware. 相似文献
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Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent content instruction from outside presenters. The teacher participant also completed a survey on her experience with the researcher-designed lesson plans. Students’ results on the surveys were compared to results from a control group with no intervention. The teacher-based setting resulted in significantly higher knowledge gain, although no difference was found between the groups’ rate of knowledge decline thereafter. Highest gains in knowledge were for the carbon cycle and the human impacts topic, followed by understanding the difference between climate and weather. The students and teacher alike appeared to struggle with the topic of global warming and the greenhouse effect. The research suggests that with the appropriate background information the classroom teacher is likely to be more effective at conveying the science of climate change, particularly when it is taught through an understanding of the carbon cycle and its human impacts. It also suggests that those non-governmental organizations engaged in climate change education might be better served by investing their limited resources in the development of learning materials and subsequent professional development for teachers rather than focusing on in-school presentations. 相似文献
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Dianna Mullet 《Roeper Review》2013,35(2):134-135
Basal reading manuals have been found to be utilized with gifted readers (Cagney &; Sakiey, 1984). Therefore, this study attempted to determine if the eight components delineated to be more important to gifted than nongifted readers by reading and gifted educators in the Dole and Adams (1983) study were included in basal materials. Three basal series were examined and it was found that seven of the eight components were included, mainly in the enrichment section of the manual. Therefore, basal manuals can meet the needs of gifted readers if utilized appropriately. 相似文献
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Dianna Booher 《海外英语》2006,(3):28-30
学会在适当的时机引用名言适当地引用一两句精辟的名言可以帮助拓展思维并且激起听众们的热情。然而,在叙述过程中插入太多的语录则会显得演说者缺乏新意,让人昏昏欲睡。避免引用太多的语录,努力树立起你自己的权威。 相似文献
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Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information literacy concepts. This article examines the theory and practical applications of background music to improve a classroom atmosphere and its impact on students' learning. Results from this qualitative and quantitative study indicate positive correlations between background music and student comfort, confidence, and retention. 相似文献
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The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood ( n = 101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated with distinct subtypes of aggressive behavior. Females and socially dominant children were more relationally aggressive and older children were less physically aggressive than their peers. Longitudinal analyses indicated that social dominance predicted decreases in physical aggression and peer exclusion predicted increases in relational aggression. Overall, the results provide support for the distinction between subtypes of aggression in early childhood. 相似文献
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Dianna Townsend Cynthia Brock Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347
To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared. 相似文献
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Crystal Cullerton‐Sen Adam R. Cassidy Dianna Murray‐Close Dante Cicchetti Nicki R. Crick Fred A. Rogosch 《Child development》2008,79(6):1736-1751
This investigation examined the associations between maltreatment and aggression using a gender‐informed approach. Peer ratings, peer nominations, and counselor reports of aggression were collected on 211 maltreated and 199 nonmaltreated inner‐city youth (M age = 9.9 years) during a summer day camp. Maltreatment was associated with aggressive conduct; however, these effects were qualified by gender, maltreatment subtype, and the form of aggression under investigation. Findings revealed that maltreatment was associated with physical aggression for boys and relational aggression for girls. Physical abuse was associated with physically aggressive behaviors, but sexual abuse predicted relational aggression for girls only. Findings suggest that investigating the interaction between familial risk and gender is important in understanding aggressive behaviors of boys and girls. 相似文献
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