The goal of this project was to describe the relationship between overall occupational stress (OS), categories of stressors, overall job satisfaction (JS), and facets of JS in orthodontics. Canadian orthodontists were...
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The goal of this project was to describe the relationship between overall occupational stress (OS), categories of stressors, overall job satisfaction (JS), and facets of JS in orthodontics. Canadian orthodontists were mailed an anonymous, self-administered survey. The response rate was 51.2% (335 of 654). The survey included a list of 67 potential stressors representing 6 categories, an overall OS score, and a modified version of the Dentists Satisfaction Survey (DSS). The correlation between the overall OS score and the overall JS scale of the DSS was r = -0.392. The overall OS scores were most strongly correlated to satisfaction with personal time (r = -0.385, P < .01) and satisfaction with practice management (r = -0.334, P < .01). Work-related stressors (r = -0.301, P < .01) and income-related stressors (r = -0.268, P < .01) were the categories with the highest correlation to the overall JS scale. Orthodontists reporting low OS had significantly higher satisfaction scores on all sections of the DSS. This difference was greatest in satisfaction with personal time and practice management. The results indicate the importance of OS in determining JS in orthodontics.
Within the Vanderbilt-Northwestern-Texas-Harvard/MIT Engineering Research Center in Bioengineering Educational Technologies, (VaNTH ERC) several leaming technologies have been created to support and encourage the deve...
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Within the Vanderbilt-Northwestern-Texas-Harvard/MIT Engineering Research Center in Bioengineering Educational Technologies, (VaNTH ERC) several leaming technologies have been created to support and encourage the development and deployment of Web-based interactive environments that foster learning critical reasoning skills in engineering contexts.
Traditional approaches to CSO have emphasized either breadth, through an overview of computer science, or depth, through intensive programming. This paper describes an alternative teaching method that strikes a balanc...
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ISBN:
(纸本)1581133294
Traditional approaches to CSO have emphasized either breadth, through an overview of computer science, or depth, through intensive programming. This paper describes an alternative teaching method that strikes a balance between these two approaches through the use of javascript and the World Wide Web. By taking advantage of javascript's simplicity and natural Web-based interfaces, the CSO course described here is able to maintain a strong emphasis on programming and problem-solving, integrate programming skills with Web technology, and still provide reasonable breadth on general computer science topics. This balance between depth and breadth makes the course attractive to both non-majors and majors alike, providing a broad perspective of the field as well as a foundation for continuing studies in computer science.
The information age has treated many challenges for the traditional established educational institutions. This paper describes the design of web based computer lab courses The purpose of this effort was the support of...
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ISBN:
(纸本)078036290X
The information age has treated many challenges for the traditional established educational institutions. This paper describes the design of web based computer lab courses The purpose of this effort was the support of the office automation courses and the preparation of a series of distance-learning courses, Also the integration of the WWW (and of the Internet in general) in the teaching process is forcing students to familia rize themselves with the use of this valuable tool.
Shear banding of wormlike micelle solution has been studied in the context of constitutive instability of the Johnson-Segalman (JS) model plus Newtonian stress. We have incorporated a higher-order gradient term of the...
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Shear banding of wormlike micelle solution has been studied in the context of constitutive instability of the Johnson-Segalman (JS) model plus Newtonian stress. We have incorporated a higher-order gradient term of the deformation-rate tensor into the JS model for investigating the dynamics of a mechanical interface in shear-banded flow. Two-dimensional modelling of the new model has been carried out by a general Langrangian-Eulerian scheme. Within the unstable region, our results show that the new term plays an important role in selecting steady-state shear stress and the selected stress is independent of the nominal shear rate. The transit period of reaching the steady state can be much longer than the intrinsic relaxation time of the JS fluid. We have verified the experimental evidence on the existence of mechanical metastable regime, over which hysteresis in flow curve might occur. The model captures many features of experimental results on shear banded flow.
The World Wide Web coupled with user friendly Web browsers now provide access to multimedia Web pages in universally accepted formats that can be accessed world wide easily via inexpensive desktop computers. Everyone ...
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The World Wide Web coupled with user friendly Web browsers now provide access to multimedia Web pages in universally accepted formats that can be accessed world wide easily via inexpensive desktop computers. Everyone appears to agree that this technology will revolutionize how students, faculty, researchers, and the public access and use information. Consequently university educators are now enjoying, for the first time in history, a new way to customize and share their unique approaches to teaching and information resources in the form of text, graphics, and sound-to students both on and off campus and, with concern for the future, across time. In this paper we discuss our exploration with the use of interactive learning on the Web in an Introduction to C Programming Course taught in the Department of Computer and Information Science at Cleveland State University, and compare results with the same course taught a previous semester using no interactive WWW learning. (C) 1998 Elsevier Science Ltd. All rights reserved.
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