Institution
University of Haifa
Education•Haifa, Israel•
About: University of Haifa is a education organization based out in Haifa, Israel. It is known for research contribution in the topics: Population & Poison control. The organization has 7558 authors who have published 27141 publications receiving 711629 citations. The organization is also known as: Haifa University & Universiṭat Ḥefah.
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TL;DR: In this article, the authors synthesize ideas from the foregoing articles in this special issue and from the broader literature on transfer to explore several themes, including motivational and dispositional drivers, an aspect of transfer not much discussed in these articles but inviting attention.
Abstract: We synthesize ideas from the foregoing articles in this special issue and from the broader literature on transfer to explore several themes. In many ordinary life circumstances, transfer proceeds easily, but formal learning often shows much less transfer than educators would like, making failure to transfer a focus of investigation. Transfer, like any complex cognitive performance, benefits from motivational and dispositional drivers, an aspect of transfer not much discussed in these articles but inviting attention. Episodes of transfer can be analyzed according to a detect–elect–connect model: detecting a potential relationship with prior learning, electing to pursue it, and working out a fruitful connection. These three “bridges” are somewhat independent; ways in which each of them succeed and fail are detailed, drawing on the contributed articles and the broader literature. Finally, insights from this collection of articles and elsewhere put educators in a position to teach for transfer more effectivel...
187 citations
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01 Jul 2004-International Journal of Human-computer Studies \/ International Journal of Man-machine Studies
TL;DR: Findings indicated that those who were highly engaged in on-line question-posing and peer-assessment activity received higher scores on their final examination Compared to their counter peers.
Abstract: This study is an examination of a novel way for merging assessment and knowledge sharing in the context of a hybrid on-line learning system used in a postgraduate MBA course. MBA students carried out an on-line Question-Posing Assignment (QPA) that consisted of two components: Knowledge Developement and Knowledge Contribution. The students also performed self- and peer-assessment and took an on-line examination, all administered by QSIA-an on-line system for assessment and knowledge sharing. Our objective was to explore student's learning and knowledge sharing while engaged in the above. findings indicated that even controlling for the students' prior knowledge or abilities, those who were highly engaged in on-line question-posing and peer-assessment activity received higher scores on their final examination Compared to their counter peers. The results provide evidence that web-based activities can serve as both learning and assessment enhancers in higher education by promoting active learning, constructive criticism and knowledge sharing. We propose the on-line QPA as a methodology, and QSIA system as the technology for merging assessment and knowledge sharing in higher education.
186 citations
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TL;DR: It is shown that the H. spontaneum rhizosphere at the stressful South Facing Slope (SFS) harbors significantly higher population of ACCd producing biofilm forming phosphorus solubilizing osmotic stress tolerant bacteria.
Abstract: Background:All plants in nature harbor a diverse community of rhizosphere bacteria which can affect the plant growth. Our samples are isolated from the rhizosphere of wild barley Hordeum spontaneum at the Evolution Canyon (‘EC’), Israel. The bacteria which have been living in close relationship with the plant root under the stressful conditions over millennia are likely to have developed strategies to alleviate plant stress. Methodology/Principal Findings:We studied distribution of culturable bacteria in the rhizosphere of H. spontaneum and characterized the bacterial 1-aminocyclopropane-1-carboxylate deaminase (ACCd) production, biofilm production, phosphorus solubilization and halophilic behavior. We have shown that the H. spontaneum rhizosphere at the stressful South Facing Slope (SFS) harbors significantly higher population of ACCd producing biofilm forming phosphorus solubilizing osmotic stress tolerant bacteria. Conclusions/Significance:T he long-lived natural laboratory ‘EC’ facilitates the generation of theoretical testable and predictable models of biodiversity and genome evolution on the area of plant microbe interactions. It is likely that the bacteria isolated at the stressful SFS offer new opportunities for the biotechnological applications in our agro-ecological systems.
186 citations
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TL;DR: In this article, it is suggested that those students' misconceptions in freshman chemistry which are not interrelated logically and/or derived from one another are not prone to the general "concept mapping" approach and should be dealt with by using the appropriate, specific teaching strategy.
Abstract: Both chemistry teachers and nonmajor students appear to agree that freshman chemistry may well be the most problematic traditional science discipline taught in the first year of college—as far as students' misunderstandings, learning difficulties, and misconceptions are concerned. The above is probably due to the many abstract, nonintuitive concepts, which are not directly interrelated. Consequently, in such cases, the powerful, general teaching strategy of “concept mapping” must be replaced by alternative, specific strategies. Selected illustrative examples of students' learning difficulties and misconceptions in freshman general and organic chemistry are presented in the students' terms, followed by the corresponding successfully applied, specific, concept-oriented, eclectic intervention strategies the author uses in order to overcome the difficulties. Based on longitudinal in-class observations, interpretive study, and analysis it is suggested that those students' misconceptions in freshman chemistry which are not interrelated logically and/or derived from one another are not prone to the general “concept mapping” approach and should be dealt with by using the appropriate, specific teaching strategy.
186 citations
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TL;DR: In this article, the authors investigate the existence and characterization of a strong tiebout equilibrium which consists of an endogenously formed partition of the individuals into disjoint jurisdictions with each jurisdiction producing and financing its own public goods, and moreover, there exists no group of individuals who can all benefit by establishing their own community.
186 citations
Authors
Showing all 7747 results
Name | H-index | Papers | Citations |
---|---|---|---|
Markku Laakso | 162 | 945 | 142292 |
M.-Marsel Mesulam | 150 | 558 | 90772 |
Michael Levin | 111 | 986 | 45667 |
Peter Schmidt | 105 | 638 | 61822 |
Eviatar Nevo | 95 | 848 | 40066 |
Uri Alon | 91 | 442 | 54822 |
Dan Roth | 85 | 523 | 28166 |
Simon G. Potts | 82 | 249 | 31557 |
Russell G. Foster | 79 | 318 | 23206 |
Leo Radom | 79 | 604 | 34075 |
Stevan E. Hobfoll | 74 | 271 | 35870 |
Larry Davidson | 69 | 459 | 20177 |
Alan R. Templeton | 67 | 249 | 28320 |
Uri Gneezy | 65 | 211 | 29671 |
Benny Pinkas | 64 | 156 | 21122 |