Chemical Recognition using the Time-dependent Cellular Response Profiles**The work was supported by the National Nature Science Foundation of China [grant number 61273142], the Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD) and Foundation for Six Talents by Jiangsu Province [grant number 2012-DZXX-045].

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

Download Full-text

Screening and Identification of Small Molecule Compounds Perturbing Mitosis Using Time-Dependent Cellular Response Profiles

Analytical Chemistry ◽

10.1021/ac1007877 ◽

2010 ◽

Vol 82 (15) ◽

pp. 6495-6503 ◽

Cited By ~ 29

Author(s):

Ning Ke ◽

Biao Xi ◽

Peifang Ye ◽

Wanhong Xu ◽

Min Zheng ◽

...

Keyword(s):

Small Molecule ◽

Cellular Response ◽

Time Dependent ◽

Screening And Identification ◽

Response Profiles

Download Full-text

Motivational Issues of Faculty in Saudi Arabia

Higher Learning Research Communications ◽

10.18870/hlrc.v4i4.211 ◽

2014 ◽

Vol 4 (4) ◽

pp. 76 ◽

Cited By ~ 5

Author(s):

Akram AbdulCader ◽

Peter John Anthony

Keyword(s):

Higher Education ◽

Decision Making ◽

Saudi Arabia ◽

Program Development ◽

Extrinsic Motivation ◽

Academic Program ◽

Faculty Members ◽

Monetary Incentives ◽

Education Industry ◽

Higher Education Industry

<p>This study focused on the factors that affect motivation of faculty in Saudi Arabia. It included two surveys and open-ended queries to a focus group of five academic managers and 25 faculty members of varying nationalities, rank, and institutes in Saudi Arabia. The research showed that the faculties in Saudi Arabia’s higher education industry feel disconnected from the program development. The faculty members did not feel motivated to participate in the development and improvement of the academic program due to: (a) lack of monetary and non-monetary incentives, (b) management not involving faculty in decision-making, and (c) lack of recognition and moral support. However, the faculties were intrinsically motivated to perform their best within the confines of the classroom. The results of the study indicated that there was a greater interest in intrinsic motivation as a personal measure for success inside the classroom, but extrinsic motivation was a factor that needed greater improvement from the management of the universities for faculty to partake in development of the program.</p>

Download Full-text

Understanding Transformative Learning in Online Education

Transformative Learning and Online Education ◽

10.4018/978-1-61520-985-9.ch001 ◽

2010 ◽

pp. 1-13 ◽

Cited By ~ 3

Author(s):

T. Volkan Yuzer ◽

Gulsun Kurubacak

Keyword(s):

Higher Education ◽

Online Education ◽

Transformative Learning ◽

Program Development ◽

Education System ◽

Higher Education Institutions ◽

Education Programs ◽

Education Design ◽

Education Model ◽

Distance Education System

In these days when innovation and creativity have become crucial in online education programs and courses, higher education institutions should consider about the judgments of authorities about these novel activities, opinions of program development staff, and comparisons executed programs with its online education design. Therefore, the main purpose of this chapter is to discuss about how to develop and deliver transformative online education surrounded by egalitarian values of excellence in each stage of this action, and also global qualities which are vital in higher education. To integrate diverse and multicultural principles under any online education model in higher education, online learning should focus on the development, implementation and evaluation steps of its distance education system, and help all stakeholders decide whether they continue or terminate their online education.

Download Full-text

Mode of action classification of chemicals using multi-concentration time-dependent cellular response profiles

Computational Biology and Chemistry ◽

10.1016/j.compbiolchem.2013.12.004 ◽

2014 ◽

Vol 49 ◽

pp. 23-35 ◽

Cited By ~ 8

Author(s):

Zhankun Xi ◽

Swanand Khare ◽

Aaron Cheung ◽

Biao Huang ◽

Tianhong Pan ◽

...

Keyword(s):

Mode Of Action ◽

Cellular Response ◽

Time Dependent ◽

Action Classification ◽

Concentration Time ◽

Response Profiles

Download Full-text

Managing Stakeholder Conflicting Expectations in Higher Education: a Hybrid Approach

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol14iss4pp627-641 ◽

2020 ◽

Vol 14 (4) ◽

pp. 627

Author(s):

Abdul Gabbar Al-Sharafi ◽

Fatema Al-Rubai’ey

Keyword(s):

Higher Education ◽

Program Development ◽

English Language ◽

Hybrid Approach ◽

Participatory Approach ◽

Academic Program ◽

Unified Approach ◽

Sultan Qaboos University ◽

Ex Post ◽

Ex Post Facto

This paper proposes a hybrid approach to the management of stakeholder conflicting expectations in higher education (HE) by combining Stakeholder Theory (ST) and a participatory approach. In this paper, we use an ex post facto approach to retrospectively report Sultan Qaboos University (SQU) experience in managing stakeholder conflicting expectations in developing the BA in English Language and Literature Program as a case study. We show that for an effective management of stakeholder conflicting expectations in HE, the three perspectives of ST (i.e., descriptive, instrumental and normative) have to be taken together as a unified approach with the normative perspective occupying the core. In addition, we argue that this unified approach should be complemented by a participatory approach to add an interactive dimension to stakeholder conflict management and allow stakeholders to become active conflict-solvers. The paper concludes that this hybrid approach is essential to manage stakeholder conflicting expectations in academic program development and to project academic program development in HE as a shared social responsibility.

Download Full-text