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电子支付系统是电子商务体系的重要组成部分。本文主要介绍基于安全认证协议SSL/SET建立的电子支付系统模型及具体实现。 相似文献
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Fadia Nasser-Abu Alhija Barbara Fresko 《Assessment & Evaluation in Higher Education》2018,43(6):943-954
Graduate teaching assistants (GTAs) constitute a valuable and economical teaching force in many higher education undergraduate programmes. However, student satisfaction with their teaching has attracted little attention in the research literature. This study aimed at examining students’ evaluation of teaching of GTAs in discussion groups, as well as exploring the effects of group and GTA variables on these ratings. Data were collected using a questionnaire administered online and completed by 7078 undergraduate students. Participants were enrolled in classes taught by 278 GTAs from four faculties in a major Israeli university. Results indicated that ratings assigned to clarity of instruction were the most salient predictor of students’ overall evaluation. Generally, findings were consistent with those reported in the literature for other categories of instructors. Groups taught by GTAs in exact sciences and engineering were rated higher than those in social sciences and business management. Group size and the percentage of men students were inversely correlated with student ratings, while student attendance rate was positively correlated. Women GTAs and GTAs who taught more than one group tended to receive higher ratings. Overall student attendance rate was the most prominent predictor of student ratings. The implications of the findings are discussed. 相似文献
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选项课教学模式是一种被广泛采用的教学方式,这种教学方式按学生自身学习兴趣和特长进行分项教学。运动教育教学模式是一种以团队形式进行体育教学的课程模式,在教学方式上具有独特之处。两者相比,运动教育教学模式更加突出了＂竞赛＂的元素,使学生的学习与应用紧密地结合在一起;在教学方法上,运动教育教学方式更加突出情景教学法的应用,使用竞赛这一环境激发学生的学习激情,陶冶学生的情操;在教学评价上,运动教育教学方式采用诊断性评价、过程性评价,为学生自我评价以及他人评价提供了突出学生的主体平台。由此可见,运动教育教学模式是今后高校公共体育课教学模式改革的一个方向。 相似文献
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Lynn A. Darby Ph.D. Jennifer L. Marsh M.Ed. Patricia A. Shewokis Ph.D. Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148
To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO2) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO2) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO2. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min?1) as compared to the TMT (193 ± 7.9 beats·min?1). No significant difference was found for max VO2 (42.9 ± 8.5, 41.2 ± 5.9 ml·kg?1·min?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO2 from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min?1 to obtain an intensity of step exercise comparable to that of running. 相似文献
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Anne Silver 《Education 3-13》2013,41(4):339-350
This research examines the effects of the Horsham Greenpower Goblin Challenge (HGGC), a hands-on science, engineering and technology (SET) project, on the attitudes of Year 5, primary-school children towards SET. The data collection centred on pre- and post-HGGC questionnaires using Likert scales and picture/word images of scientists and engineers. It was found that the HGGC did not significantly alter children's attitudes to SET and did not dispel previous negative images and attitudes. It was concluded that a greater understanding and acknowledgement of children's existing attitudes was required when designing initiatives aimed at dispelling negative and promoting positive images of SET. 相似文献
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区域科技合作绩效定量评价方法探讨与实证分析 总被引：1，自引：0，他引：1
分针对当前区域科技合作绩效评价主要使用定性方法的不足,提出了从社会、经济和科技3个方面来选取指标作为自变量来衡量科技合作的效果的SET方法,并且以粤俄科技合作为例对这种方法进行了检验,检验结果表明粤俄科技合作绩效从2000-2005年总体上呈现出快速上升的势头。 相似文献
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Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multisection studies showing small-to-moderate correlations between SET ratings and student achievement (e.g., Cohen, 1980, Cohen, 1981; Feldman, 1989). We re-analyzed previously published meta-analyses of the multisection studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness. 相似文献
9.
Previous studies in higher education have shown that the reliability of student ratings of teaching skill increases if multiple ratings by different students are aggregated. This study examines the generalizability of these findings to the context of secondary education. Also, it seeks to validate these findings by comparing reliability levels estimated by the routinely used nested design with those estimated using a more complex design. The sample consisted of 410 students from 17 classes rating 63 teachers working at eight schools across the Netherlands. Using the nested design, the study replicates findings of previous studies in higher education. The findings illustrate how the reliability level of secondary school students’ ratings increases with an increasing number of students. However, these replicated reliability levels were not validated by the more complex design which provided lower estimates. This indicates that the nested design may not provide accurate estimations of rating reliability. 相似文献
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Peter T. Koper Kenneth J. Sanney John B. Mitchell 《Assessment & Evaluation in Higher Education》2015,40(2):248-264
Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Johnson confirms the link between SET and grade inflation. We propose a modification of an earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth or cowardice. 相似文献