Course Of Analysis Research Articles

Benefits of Automated Crystallization Plate Tracking, Imaging, and Analysis

We describe the design of a database and software for managing and organizing protein crystallization data. We also outline the considerations behind the design of a fast web interface linking protein production data, crystallization images, and automated image analysis. The database and associated interfaces underpin the Oxford Protein Production Facility (OPPF) crystallization laboratory, collecting, in a routine and automatic manner, up to 100,000 images per day. Over 17 million separate images are currently held in this database. We discuss the substantial scientific benefits automated tracking, imaging, and analysis of crystallizations offers to the structural biologist: analysis of the time course of the trial and easy analysis of trials with related crystallization conditions. Features of this system address requirements common to many crystallographic laboratories that are currently setting up (semi-)automated crystallization imaging systems.

Anticipating library use by business students: the uses of a syllabus study

In an effort to know how much research and library use was expected of students by business faculty, the author undertook a syllabus study of courses in the business curriculum. Business syllabi were found to include a higher level of research than was expected and an analysis of courses aided in development of strategies for opening discussions with faculty and for assisting students. This method is recommended for librarians seeking familiarity with curricula.

A research-led approach to the evaluation of certificate in education (post-16) programmes

This article reports the process and outcome of a two-year research-led evaluation of Certificate in Education and Postgraduate Certificate in Education (Post-16) programmes in the School of Education and Continuing Studies at the University of Portsmouth. The courses are industry standard teaching qualifications for those wishing to teach or instruct in specialist fields and disciplines in technical training and further education colleges. The term ‘research-led’ distinguished the evaluation from routine semester evaluations required by the University and subject reviews carried out by the Quality Assurance Agency and similar bodies. The evaluation sought information on four major dimensions of course provision – organisational arrangements – curriculum and pedagogy – student responses – resource related matters. Under cooperative, permission arrangements, information from 150 plus course members and their tutors, both at the University of Portsmouth and at five associate partner colleges at Chichester, Chippenham, Basingstoke, Eastleigh and Havant was derived from interviews, content analysis of course documents, informal discussions and a survey instrument known as a Course Quality Survey. Collectively the results permitted a 12-point systematic description of the courses and output data that was broadly indicative of staff and student satisfaction with the overall programme. However, variations in trends in the datasets were sufficient to point towards a need for structural amendments to the programmes. To that end, 10 warranted recommendations were formulated for course development. It was postulated that such recommendations would have resonance with other institutions providing Post-16 Certificate in Education courses.

Methodological problems of longitudinal studies on schizophrenia

Longitudinal studies are a key to understanding schizophrenia. They are the more informative, the longer the periods covered. Hence, good studies into the course of schizophrenia almost exclusively involve a lot of effort and cost. In practice, however, time-consuming methods and design variables must be avoided. The pitfalls this constraint produces are instructive of the difficulties longitudinal studies are faced with in striving for valid results. For reasons of research economy, requirements must be adjusted to study objectives. Studies into the short term course are less time-consuming, but because of the rapid changes in the illness course study intervals should be defined clearly and observed strictly. In long-term studies, too, one source of error lies in the highly varying lengths of illness of the patients studied. Even some of the classic long-term studies are marred by this error. The beginning of the follow-up period should be comparable across the study cohort and as close to illness onset as possible. To obtain generally valid results the probands must be representative of all the illness cases in the general population not only at the outset, but also all the later stages of the study. Besides the efforts to avoid attrition in the study cohort, ways must be found for correcting and estimating data for an acceptable proportion of drop-outs. In the analysis of course and outcome the indicators chosen must be apt to the traditional subtypes as well as to a theoretical symptom patterns and empirical symptom structures. In the context of typical design variables of longitudinal studies the assets and weaknesses of two retrospective and one prospective design will be discussed. Concerning the social course, importance of disease-independent factors, such as age, sex and level of social development at illness onset, as well as of control groups will be demonstrated. Predictor models will be discussed with reference to the direct and indirect influences involved. Examples of such analyses will be given.

The Quality of Courses at the University of Cyprus: A case study and comparative analysis

This paper reports a case study and comparative analysis of courses offered at the University of Cyprus. Four courses were surveyed using the Learning Improvement Strategies Questionnaire (LISQ). Three issues were investigated during analysis; the cross-cultural reliability of the LISQ instrument, the quality of four courses in the University of Cyprus, and how these courses compared with those at the University of Auckland. It was shown that the LISQ appears to be a reliable method of quickly indicating the quality of a one-semester course, the four courses were perceived to be of a uniformly high standard, and, they appear to compare favourably with equivalent courses in New Zealand. It is concluded that the LISQ can serve as an effective part of both summative and formative forms of evaluation.

Killing God, Liberating the "Subject": Nietzsche and Post-God Freedom

Killing God, Liberating the “Subject”: Nietzsche and Post-God Freedom Michael Lackey I Indeed, we philosophers and “free spirits” feel, when we hear the news that “the old god is dead,” as if a new dawn shone on us; our heart overflows with gratitude, amazement, premonitions, expectations. 1 After God’s death, if Michel Foucault is to be believed, the death of the subject followed quite naturally. But how, one might ask, did that fateful event of God’s death necessarily lead to the demise of that most noble animal? Answering this question is crucial, for once we understand how, for Nietzsche, God’s existence and His metaphorical participation in the creation of humanity are most destructive of what is most vital within the human, then we will see how, in killing God and His crown of creation, Nietzsche does not become the quintessential nihilist; rather, he becomes, to his mind, the first sane voice crying in the intellectual wilderness: make way the coming of a new human, a “subject” which can only become a “self “ when it paradoxically learns to overcome its very constructed “self.” Nietzsche’s logic therefore runs as follows: so long as God exists, a subject which overcomes itself cannot come into being; for as Richard Schacht rightly notes, the God-hypothesis serves as a support for the traditional subject-hypothesis in Nietzsche’s writings. So to produce a self-overcoming subject Nietzsche must first kill what he considers that stodgy old tyrant of the soul. But this raises the question of how one goes about doing away with [End Page 737] God. In Twilight of the Idols Nietzsche gives his reader a puzzling answer to this question when he says that he fears that “we are not getting rid of God because we still believe in grammar” (“Reason,” 5). 2 Given Nietzsche’s logic, to kill off God he needs to eliminate belief in grammar, and once God is dead, he can then do away with the subject. In what follows I will show how Nietzsche tries to eliminate God and the traditional subject through his extended analysis of what it means to “believe in grammar.” II If there is today still no lack of those who do not know how indecent it is to “believe”—or a sign of decadence, of a broken will to live—well, they will know it tomorrow. 3 To understand what it means to believe in grammar, it is best to note how Nietzsche contrasts belief and freedom. More starkly, we could say that for Nietzsche to have faith means, necessarily, to lack freedom; or to be free means, necessarily, to reject faith. Nietzsche makes this clear in the fifth book of GS when he says: “Once a human being reaches the fundamental conviction that he must be commanded, he becomes ‘a believer.’ Conversely, one could conceive of such a pleasure and power of self determination, such a freedom of the will that the spirit would take leave of all faith and every wish for certainty, being practiced in maintaining himself on insubstantial ropes and possibilities and dancing even near abysses” (§ 347). I isolate this passage not in order to outline Nietzsche’s criticism of belief but rather to understand how Nietzsche defines freedom by contrasting it with belief. Such an analysis of course begs the question how it is possible that belief necessarily precludes freedom. Intuitively, it would seem that belief and freedom entail no contradiction. For instance, given two choices, to believe in God or not to believe in God, I exercise my freedom in choosing one belief over the other. With this example, it would seem that belief necessarily presupposes freedom. So how is it that Nietzsche concludes that freedom and belief are irreconcilable? That Nietzsche considers faith obscene is clear when he tells us in AC that belief of any kind is a “sign of decadence” (§ 50) which leads to “self-alienation” (§ 54). In fact he goes so far as to claim that faith is actually “slavery in a higher sense” (§ 54). To see why belief implies slavery we must first understand what Nietzsche means by faith. While the standard view suggests that faith is...

Assessment in English for academic purposes: putting content validity in its place

Testing and assessment in English for Academic Purposes (EAP) contexts has traditionally been carried out on the basis of a needs analysis of learners or a content analysis of courses. This is not surprising, given the dominance of needs analysis models in EAP, and a focus in test design that values adequacy of sampling as a major criterion in assessing the validity of an assessment procedure. This artide will reassess this approach to the development and validation of EAP tests on the basis of the theoretical model of Messick (1989) and recent research into content specificity, arguing that using content validity as a major criterion in test design and evaluation has been mistaken.

International Accounting and the Accounting Curriculum: The New Zealand Case

This study explores the teaching of International Accounting on both undergraduate and postgraduate degrees in New Zealand in New Zealand's polytechnic and university sectors. Included in the study is an analysis of course outlines of international accounting courses from business and commerce faculties of the New Zealand tertiary sector. The paper compares the teaching of international accounting in New Zealand with that of the United Kingdom, Australia and the US. Results suggest that even though international accounting issues have been given significant prominence in accounting research as of late, there is a paucity of International Accounting education offered to New Zealand accounting students including in comparison with the UK, Australia and the US. Through our analysis and discussion we seek to engender a more critical review of international accounting education.

Critical thinking in consumer studies: part 2 of a content analysis of Canadian university consumer studies courses

Abstract This paper concludes a two‐part study on a content analysis of Canadian university consumer studies courses offered in human ecology, home economics or related programmes. Phase 1 of the study profiles the programmes, professors, students and the results of a content analysis of these courses. This companion research examines the inferred level of learning associated with consumer concepts in the course outlines. Instructors were choosing verbs associated with knowledge and comprehension rather than application, analysis, synthesis or evaluation. Implications regarding the appropriateness of these courses to prepare graduates for consumer‐related careers are discussed. Lessons to be learned from the Canadian experience are tendered, especially the need for critical theory, a systems of actions perspective and an ethical, value‐based approach in consumer studies courses.

Mapping of forest fire damages using imaging spectroscopy

An airborne spectroscopic imager ( casi) was flown over a region which was damaged by a forest fire while the radiance from the ground was measured from the blue to the near-IR spectral region. A correlation matrix analysis and the normalized difference vegetation index reveals different degrees (classes) of destruction. More details however can be extracted from a neural analysis in course of autoassociative recalls in a space of reference vectors based on a self-organizing feature map.

Integrity promoting care of demented patients: patterns of interaction during morning care.

Video-recorded morning care sessions (n = 49) of demented nursing home patients (n = 5), were analyzed before, as well as after, training of the staff in integrity promoting care. A phenomenological-hermeneutic analysis was performed based on the Erikson theory of "eight stages of man" and musical notations were used for the analysis of courses of events. The analysis revealed five main patterns of interaction; positive, negative, intermediate, negative/intermediate turned into positive by the patient, and negative/intermediate turned into positive by the caregiver. Before the training, negative and intermediate patterns dominated (58%), while positive patterns dominated (84%) after the training. The positive patterns of interaction were characterized by the caregiver communicating with the patient as a competent partner, showing humanity, respect and support. The activity was carried out in intimacy. This led to the patient displaying more and more ability.

An Analysis of Courses in Cataloging and Classification and Related Areas Offered in Sixteen Graduate Library Schools and Their Relationship to Present and Future Trends in Cataloging and Classification and to Cognitive Needs of Professional Academic Catalogers

This study examines what is taught in sixteen library schools in the United States. The trends and needs of Cataloging and Classification professionals were analyzed from professional literature and compared with course descriptions. The author identifies the variety of ways that cataloging content is covered in education programs particularly the titles of courses containing cataloging content and also calls for curriculum experts to be aware of the quantitative and qualitative requirements of the profession.

The rise of neo-Kantianism: German academic philosophy between idealism and positivism

This translation of the author's account of the impact on the history of philosophy of the amorphous movement known as NeoKantianism combines statistical analysis of courses taught at German universities with a broader speculation on the political and social tastes of the thinkers discussed.

A multivariate predictor analysis of course and outcome in delusional psychosis.

The purpose of the study was to examine whether certain social variables of first-admitted patients with delusional psychosis were of predictive value of course and outcome as illuminated through the dimensions: psychiatric symptoms, impairment, remission, and relapse at 2-year follow-up. Furthermore, the aim was to perform a multivariate analysis of the most informative clinical and social predictors of course and outcome. Several predictors were significantly associated with at least one of the dimensions of poor outcome. In the multivariate logistic analysis an independent significant effect was assigned to male sex, no work, no evasiveness of delusions, perceptual disorder, preoccupation with delusions, dread, and few social contacts. The most informative clinical and social predictors yielded a maximal information of 27% to 47% for the different dimensions of course and outcome. One fifth of the patients had good outcome. This was significantly predicted by the following variables: married, living with others, frequent social contacts, high social group, full time work, clouding, delusions of guilt, and attempt at concealment of delusions and hallucinations, yielding a maximal information of 41%. Frequent social contacts and delusions of guilt had an independent statistical effect on good outcome. It is concluded that good prognosis is exceptional in patients with delusional psychosis and not combined to a single nosological unit. The findings stress the need for a specific investigation of the prognostic importance of social intervention and community care in patients with delusional psychosis.

Capturing the Rents on Resource Land for the Public Landowner: The Case for a Crown Corporation

s from many difficult problems but it does identify essential tendencies within the system. Since land is immobile and resource land in particular often has value only because it contains raw materials, it must be handled differently. Capitalists and workers are paid in terms of their transfer price, while what remains of total income goes to landowners in the form of rents. This technique of estimating factor incomes can be applied to the problem under study. Let's assume that land is owned by landowners and refineries by capitalists. Capitalists bid freely and openly for the minerals found on land and pay landowners rents for extraction rights. Under these conditions, if the output price of refined ore rises (and nothing else changes) additional revenue is created that goes initially to the capitalist. But the entrepreneurs in other industries observe this increase in profits and move into the mining sector. This content downloaded from 207.46.13.149 on Wed, 19 Oct 2016 03:59:12 UTC All use subject to http://about.jstor.org/terms Rents on resource land / 413 The new entrants compete for rights to new mineral bearing land and bid up its price. Movement into the industry continues until rents to landowners have risen the full amount of the price increase.1 If instead of a price increase, there was some improvement in technology that lowered cost of production, exactly the same process would occur. New entrants again compete for extraction rights on unused land and rents rise by the full amount of the reduction in costs of production. A few features of this analysis require examination. We have assumed implicitly that the mineral worth of land is known by everyone before bidding begins, but such certainty is rare. However, it is possible to show that uncertainty does not change our results; landowners will receive in return for mineral rights the average value of future rents. The analysis deals with rents on unused land. Technological change or price increases cannot alter previously negotiated contracts. If the changes were unanticipated, then windfall gains will accrue to capitalists. Although such profits are of some concern in Canada, our analysis is not designed to treat this problem. Up to this point, we have assumed that free and open bidding for mineral rights would ensure a fair return to landowners.2 In fact, three distinct bidding procedures will bring about the same optimal results. Rights to land can be auctioned off before exploration begins. Exploration rights can be auctioned off with later development subject to a fixed fee. Finally, the landowner can establish the mineral value of the land himself through exploration and auction off rights to development.3 For the most part, governments as landowners have chosen not to use any of these bidding techniques and have relied instead on royalties, profitsharing, or some form of corporate taxation to capture returns from resource development projects. Each of these unless handled correctly will not yield adequate rents and may in addition cause land to be under-utilized. Since these procedures dominate provincial resource policies, they are worth some consideration. In royalty agreements a certain fraction of total value of output is turned over to the province as landowner. For this arrangement to yield a maximum rent, a fixed fee can be charged for exploration rights but competing firms must bid on the fraction (the royalty) that goes to land. Even if bidding follows the recommended pattern, royalty agreements may still cause land to be under-utilized. The capitalist maximizes his income by increasing production only so long as each extra unit of output generates more in revenue than it I This analysis of course assumes that capitalists can hire as many new workers as they want at

Matrix Representation and Tensor Analysis of Courses

Tensor theory is widely used to analyse the properties of physical systems. It is a highly mathematical approach but it reduces the need to visualise operations in multidimensional space and is capable of handling the most complex relationship structures. In this paper, it is shown that tensor theory can be adapted to provide a fully quantitative analysis of a social system. A social tensor is developed from the physical analogue and used to analyse the the structure of an educational course. In order to minimise the need for mathematical formulation, the method is illustrated with a tensor of rank two, this being the highest rank which may conveniently be represented by a two dimensional diagram. A matrix is used for this purpose and is shown to represent a course structure more successfully than other diagrams in general use.

Some General Properties of Nonlinear Elements. II. Small Signal Theory

The simplest types of nonlinear capacitor modulators, demodulators, and negative conductance amplifiers, in which components at only two signal frequencies are present, are studied by means of the well-known small-signal analysis. The results of this analysis of course agree with the general energy relations of Part I, but in addition give the gain, bandwidth, terminal admittances, and sensitivity (to changes in the terminal admittances or in the local oscillator drive) of these devices, and show the way in which these quantities depend on the amount of nonlinearity. In general, the bandwidth of all of these devices approaches zero as the nonlinearity approaches zero. Three cases are considered; f1 is the local oscillator frequency. 1) Noninverting modulator and demodulator-signal frequencies fl and f+=f1+fl. This device is stable and yields maximum gain with matched source and load. Under matched conditions the gain is equal to the ratio of output to input frequency; for widely separated signal frequencies the modulator has substantial gain, the demodulator an equal loss. Only a relatively small amount of nonlinearity is required to attain a bandwidth equal to the low-signal frequency. Since source and load are matched the sensitivity is zero. 2) Inverting modulator and demodulator-signal frequencies fl and f-=f1-fl. This device is potentially unstable; its input conductance is negative and match is impossible.

An Analysis of Courses in Educational Sociology with Proposed Changes

An Analysis of Courses in Educational Sociology with Proposed Changes

Education for Economic Competence in Grades I to VI: An Analysis of Courses of Study Illustrated with Sample Materials. Ruth Wood Gavian

Previous articleNext article No AccessEducational WritingsEducation for Economic Competence in Grades I to VI: An Analysis of Courses of Study Illustrated with Sample Materials. Ruth Wood Gavian Robert B. WeaverRobert B. Weaver Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 43, Number 4Dec., 1942 Article DOIhttps://doi.org/10.1086/458161 Views: 1Total views on this site PDF download Crossref reports no articles citing this article.