Academic literature on the topic 'Extrinsic barriers'
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Journal articles on the topic "Extrinsic barriers"
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Rabin, Eyal, Maartje Henderikx, Yoram, M. Kalman, and Marco Kalz. "What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation." Australasian Journal of Educational Technology 36, no. 3 (June 29, 2020): 119–31. http://dx.doi.org/10.14742/ajet.5919.
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Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.
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Jessup, Martha A., Janice C. Humphreys, Claire D. Brindis, and Kathryn A. Lee. "Extrinsic Barriers to Substance Abuse Treatment among Pregnant Drug Dependent Women." Journal of Drug Issues 33, no. 2 (April 2003): 285–304. http://dx.doi.org/10.1177/002204260303300202.
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The objective of this qualitative study was to examine extrinsic barriers to substance abuse treatment among pregnant and parenting women enrolled in residential perinatal substance abuse treatment programs in Northern California. Life history interviews were conducted with 36 women to examine help-seeking behaviors before treatment enrollment. Data analysis used the analytic framework of Mandelbaum (1973) to describe dimensions, turnings, and adaptations of participants. Results indicated that the majority (n = 34) of participants sought prenatal care but identified fear of punitive actions from helping institutions and individuals as a major barrier. Other extrinsic barriers included substance abuse treatment program barriers, partners, the status of opiate dependency, and the status of pregnancy. Biological, socio-cultural, and psychosocial dimensions of participants' care-seeking experiences were identified. The turning was pregnancy and adaptations included preserving the family, managing fear and manifesting faith. Findings describe the transformation of the therapeutic alliance and the gendered impact of two decades of the War on Drugs in the United States. Participants' coping strategies suggest that the desire for child custody and concern for fetal and child well-being was a priority and motivated care seeking despite extrinsic barriers perceived to be threatening to the woman's safety and autonomy.
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Mahendra, Nidhi. "South Asian Stories: Firsthand Client Perspectives on Barriers to Accessing Speech-Language Pathology Services." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 1 (March 2012): 29–36. http://dx.doi.org/10.1044/cds19.1.29.
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This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.
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Kähkönen, Anna-Leena, Antti Laherto, and Anssi Lindell. "Intrinsic and Extrinsic Barriers to Teaching Nanoscale Science: Finnish Teachers' Perspectives." Journal of Nano Education 3, no. 1 (June 1, 2011): 1–12. http://dx.doi.org/10.1166/jne.2011.1017.
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Clarke, Dave. "Intrinsic and Extrinsic Barriers to Health Care: Implications for Problem Gambling." International Journal of Mental Health and Addiction 5, no. 4 (May 19, 2007): 279–91. http://dx.doi.org/10.1007/s11469-007-9089-1.
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Muldoon, Leslie L., Jorge I. Alvarez, David J. Begley, Ruben J. Boado, Gregory J. del Zoppo, Nancy D. Doolittle, Britta Engelhardt, et al. "Immunologic Privilege in the Central Nervous System and the Blood–Brain Barrier." Journal of Cerebral Blood Flow & Metabolism 33, no. 1 (October 17, 2012): 13–21. http://dx.doi.org/10.1038/jcbfm.2012.153.
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The brain is in many ways an immunologically and pharmacologically privileged site. The blood–brain barrier (BBB) of the cerebrovascular endothelium and its participation in the complex structure of the neurovascular unit (NVU) restrict access of immune cells and immune mediators to the central nervous system (CNS). In pathologic conditions, very well-organized immunologic responses can develop within the CNS, raising important questions about the real nature and the intrinsic and extrinsic regulation of this immune privilege. We assess the interactions of immune cells and immune mediators with the BBB and NVU in neurologic disease, cerebrovascular disease, and intracerebral tumors. The goals of this review are to outline key scientific advances and the status of the science central to both the neuroinflammation and CNS barriers fields, and highlight the opportunities and priorities in advancing brain barriers research in the context of the larger immunology and neuroscience disciplines. This review article was developed from reports presented at the 2011 Annual Blood-Brain Barrier Consortium Meeting.
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Wendling, Elodie, Meredith Flaherty, Michael Sagas, and Kyriaki Kaplanidou. "Youth athletes' sustained involvement in elite sport: An exploratory examination of elements affecting their athletic participation." International Journal of Sports Science & Coaching 13, no. 5 (February 5, 2018): 658–73. http://dx.doi.org/10.1177/1747954118757436.
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In this exploratory study, we first intended to identify the underlying structure of components affecting the sport participation of 1258 elite youth athletes from the USA through a principal component analysis of 23 items related to motives and barriers to participation and created for this study. A six-component solution was proposed, including college and professional aspirations and competence beliefs, coach and peer relationships, pressures from parents and coach, intrinsic and self-determined extrinsic motivation, external barriers, and non–self-determined extrinsic motivation. Noteworthy differences by age, gender, and race on those retained components were also reported. Lastly, results of hierarchical regression analyses indicated that 28% of the variance in sport enjoyment was explained by all retained components. Given the rapid growth of travel teams, this study provides a timely cross-sectional and multisport assessment of the state of elite youth sport in the USA. In consideration of optimistic outcomes observed in this study compared to alarming attrition trends commonly found in the elite youth sport environment, this study may serve as a reference as to the elements that influence sustained participation that is indispensable in today's youth sport landscape. Results also provided important theoretical contributions with respect to motivational processes underlying elite sport participation. Practical implications with regards to the influence of intrapersonal, interpersonal, and barrier elements on elite sport participation are also presented.
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Ancheta Jr., Rosein, Roberto Padua, Shirley Ann A. Caballes, Dharyll Prince M. Abellana, Custer C. Deocaris, Celbert M. Himang, Lanndon A. Ocampo, Miriam F. Bongo, and Jun Jun A. Obiso. "Management of Industry 4.0 – reviewing intrinsic and extrinsic adoption drivers and barriers." International Journal of Technology Management 81, no. 3/4 (2019): 210. http://dx.doi.org/10.1504/ijtm.2019.10027028.
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Obiso, Jun Jun A., Celbert M. Himang, Lanndon A. Ocampo, Miriam F. Bongo, Shirley Ann A. Caballes, Dharyll Prince M. Abellana, Custer C. Deocaris, Roberto Padua, and Rosein Ancheta Jr. "Management of Industry 4.0 – reviewing intrinsic and extrinsic adoption drivers and barriers." International Journal of Technology Management 81, no. 3/4 (2019): 210. http://dx.doi.org/10.1504/ijtm.2019.105310.
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Charron, Guillaume, and Christian R. Landry. "No evidence for extrinsic post-zygotic isolation in a wild Saccharomyces yeast system." Biology Letters 13, no. 6 (June 2017): 20170197. http://dx.doi.org/10.1098/rsbl.2017.0197.
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Although microorganisms account for the largest fraction of Earth's biodiversity, we know little about how their reproductive barriers evolve. Sexual microorganisms such as Saccharomyces yeasts rapidly develop strong intrinsic post-zygotic isolation, but the role of extrinsic isolation in the early speciation process remains to be investigated. We measured the growth of F 1 hybrids between two incipient species of Saccharomyces paradoxus to assess the presence of extrinsic post-zygotic isolation across 32 environments. More than 80% of hybrids showed either partial dominance of the best parent or over-dominance for growth, revealing no fitness defects in F 1 hybrids. Extrinsic reproductive isolation therefore likely plays little role in limiting gene flow between incipient yeast species and is not a requirement for speciation.
Dissertations / Theses on the topic "Extrinsic barriers"
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Kruger, Johanna Aletta. "Die begeleidingsrol van ouers met kinders wat leerobstruksies ondervind / Johanna Aletta Kruger." Thesis, North-West University, 2003. http://hdl.handle.net/10394/7848.
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Every person (also the learner) has a need to fulfill his full potential. To be successful in
fulfilling one's potential, the learner needs the accompaniment of an adult, as no person
can reach selfactualisation without this accompaniment. The way in which the adult
(parent) accompanies the learner, is of utmost importance. If the parent commits an
educational error by not putting the educational essences into practice, it can lead to
intrinsic barriers to learning, which manifests as learning problems, or specific
educational needs, in a learner.
Research was conducted to determine the accompaniment role of parents with children
who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The
aim was to determine the extent to which parents apply the educational essences to their
children (learners) who experience barriers to learning.
The main conclusion from the research is that the majority of parents do apply some of the
educational essences. It is clear however that some parents omit I neglect to put the
educational essences into practice, or make errors in educating their children.
Recommendations are offered with regard to ways in which parents can apply the
educational essences to their children (learners) who experience barriers to learning as
well as towards further research in this regard.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004
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Ewart, Mariska. "Ekstrinsieke bevorderingshindernisse by die onderwyseres / Mariska Ewart." Thesis, 2014. http://hdl.handle.net/10394/11026.
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Research problem:
The research revolved around the problem: What extrinsic barriers play a role in the
promotion of the female educator and to what extent are these barriers experienced?
Research objectives:
Arising from the problem, the aim of the research firstly was to determine from the
literature what the nature of extrinsic promotion barriers were within and outside the
school. Secondly, to establish empirically the extent to which extrinsic barriers influenced
the career promotion of female educators in secondary schools. Thirdly, to determine
what the relation was between biographic variables and different extrinsic promotion
barriers.
Research Design:
* Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to
female educators were investigated. It transpired that the following aspects/factors in the
literature occur as extrinsic promotion barriers, namely networks, mentorships,
appointment procedures, organisation climate and the female educator’s career profile.
These identified aspects/factors formed the basis for the compilation of a structured
questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this
research. The data collection instrument was a structured questionnaire consisting of five
constructs divided into 50 questions/items. The questionnaire was distributed to female
educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic
barriers influence the career promotion of the female educator and to establish the relation
between certain biographical variables and the different extrinsic promotion barriers.
Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies,
percentages of the responses to the questionnaire, hierarchic linear models and practical
significance (d-values) were calculated. During the discussion of the results, descriptive
statistics were used.
Main findings:
It was evident from the research that the respondents did not experience to a medium and
to a large extent any aspect regarding networks, mentorship, appointment procedures,
organizational culture and the educators’ career profile as extrinsic promotion barriers.
Recommendations:
Finally, recommendations were firstly made to the Department of Basic Education,
secondly to the female educator and thirdly for further studies focussing on extrinsic
promotion barriers to the female educator.
Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to
members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB
members and educating staff) to understand the policy documents and juridical
framework of the appointment process and to apply it correctly. Such training could
be considered as a prerequisite to be elected to the SGB.
Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion
posts, must be afforded the opportunity to indicate what they wish to be trained in.
Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group
discussions should be undertaken on extrinsic promotion barriers found in this study
and possible other extrinsic promotion barriers. Such research could be expanded
by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads
of department (post level 2) and the minority of female educators fill posts on higher
post levels (3 and 4). Research needs to be done on what extrinsic promotion
barriers are obstructing female educators from being promoted to principal posts
and vice-principal posts.MEd (Education Management), North-West University, Potchefstroom Campus, 2014
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Mavhungu, Mbulaheni. "Perceived gender-based barriers to business start-up amongst prospective farmers in South Africa." Thesis, 2019. http://hdl.handle.net/10500/26807.
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Few female farmers are participating in the sector due to various gender-based challenges that they face. The purpose of this study was to investigate prospective farmers’ motivation and their personal attitude to starting their own businesses, as well as their perceptions of barriers to successful business start-ups in the sector. The Prospective Farmers Profile Questionnaire was distributed to 421 prospective farmers (agricultural students at six institutions of higher learning in South Africa). There was an estimated 3,486 students enrolled for various agriculture-related qualifications in the country when this cross-sectional, quantitative study was carried out. The aim of the study was to investigate perceived gender-based barriers to business start-up amongst prospective farmers in SA.
The study found perceived barriers to be either intrinsic, (such as, risk aversion, innovation and self efficacy) and extrinsic, examples being, social cultural, political skills and access to land among others factors. The study also intended to find out if (1) motivation to start a business (2) taking responsibility (entrepreneurial orientation) and (3) entrepreneurial intention, were predicted by a number of select business start up factors. The findings were that motivation was predicted by only one business start up factor, socio-cultural forces; while four key factors; motivation, proactiveness, creativity and socio-cultural forces did predict taking responsibility (EO). Entrepreneurial intention (EI) is predicted by three key factors, namely socio-cultural forces, motivation and creativity.
It is recommended that prospective farmers be introduced to the importance of social networking and socio-cultural forces in entrepreneurship. Furthermore, entrepreneurial education is required from government, institutions of higher learning and other organisations to educate prospective farmers on the influence of barriers to business start-up.The study was conducted on undergraduate agricultural students and should be extended to post-graduate farmers in South Africa, that is practising farming. A comparison between prospective farmers and prospective entrepreneurs from other disciplines should also be undertaken.This is a South African study and the results cannot be generalised. Therefore, the study could be expanded to other regions and future comparative studies could be done.Applied Management
D. Phil. (Entrepreneurship in the Faculty of Management Sciences)
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Viljoen, Anna Hendriena. "Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig." Diss., 2012. http://hdl.handle.net/10500/7060.
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Text in AfrikaansIn this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education.
In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak.
Inclusive Education
M. Ed. (Inklusiewe Onderwys)
Books on the topic "Extrinsic barriers"
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Dakin, Carol E. AFFECTIVE CURRICULUM IN NURSING EDUCATION: A STUDY OF THE INTRINSIC AND EXTRINSIC BARRIERS EXPERIENCED BY NURSE EDUCATORS IN THE IMPLEMENTATION PROCESS. 1987.
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Olkin, Rhoda. Teaching Disability. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190850661.001.0001.
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Disability is a part of diversity, yet there are few resources for instructors, students, and professionals to use to learn about disability. In this practical book, Teaching Disability as Part of Diversity, 34 activities are provided. Activities can be done in class, as homework, as group activities, or independently. The activities, which comprise the majority of the book, are graduated from beginning level through more advanced levels. For each activity, there are learning objectives, a list of materials needed, an estimate of the time frame to complete the activity, possible outcomes and talking points, a grading rubric, any needed handouts, and suggested additional reading. Written by an insider to the disability community, there is a nonpathology focus on disability as part of diversity rather than a deficit. Many activities are designed to highlight barriers and psychosocial impediments that hamper people with disabilities. The first chapter helps instructors who are new to teaching disability. The second chapter discusses research on changing extrinsic and intrinsic bias toward people with disabilities and is provided as a background for the activities. No simulation activities are included, as is the explanation for why these are omitted. A final chapter includes six measures to assess knowledge and skills.
Book chapters on the topic "Extrinsic barriers"
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Pattenden, Oliver. "Extrinsic Barriers to Learning." In Taking Care of the Future, 99–165. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69826-7_3.
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Mönch, Winfried. "Barrier Heights and Extrinsic Interface Defects." In Springer Series in Surface Sciences, 203–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-06945-5_9.
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Lawal-Adebowale, Okanlade Adesokan, and Olalekan Oyekunle. "Revolutionary Integration of Information and Communication Technology in Nigeria's Higher Education System." In Advances in IT Standards and Standardization Research, 210–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3468-7.ch011.
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Emergence and integration of information and communication technology (ICT) in the global education system has significantly enhanced intelligible teaching and learning, particularly in the developing countries. Among the developing countries, Nigeria has equally integrated ICT in its educational system. While the information driven technology has little or no integration in the lower level of education, it is intensively integrated in the higher education system. Although the Nigerian education system lacks integration of robust ICT tools to support virtual and in learning, the installed basic ICT tools such as computers, multimedia projectors, process, and internet have greatly changed the face of the country's educational administration and teaching and learning from the traditional practice. Effective and efficient use of ICT are however affected by extrinsic and intrinsic barriers. The need to strengthen the ICT framework and deployment for a more robust teaching and learning process in the country's education system is emphasized.
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Littlejohn, Murray J. "Variation in Advertisement Calls of Anurans across Zonal Interactions: The Evolution and Breakdown of Homogamy." In Geographic Variation in Behavior. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195082951.003.0014.
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The allopatric mode of speciation has become a dominant paradigm (sensu Kuhn 1970) in evolutionary biology over the last 50 years (Mayr 1942, 1992). In this model, the geographic range of a species is fragmented, the previously dedifferentiating effect of gene flow is interrupted, and the now separated populations diverge. If there is enough genetic differentiation during this period of isolation, then the disjunct daughter populations may become separate biological species (sensu Mayr 1942, 1992). This level of divergence is achieved by the development of sufficient genetic incompatibility, as reflected in an absolute infertility or sterility of hybrids or by sufficient reduction in the absolute or relative levels of adaptedness of hybrids so that none survives to maturity when in competition with parental individuals. Full and complete allopatric speciation, then, is marked by the acquisition of those properties needed for extensive and continuing coexistence. Broad overlap of geographic ranges (sympatry) can then develop without any significant interactions between individuals of the derived populations. In other situations, however, these essential properties may not have been acquired before the extrinsic barriers were removed. Thus, a critical stage is reached when the geographic ranges of previously separated daughter populations expand, and contact is established between individuals of the different genetic systems. Here the ecological compatibility, the specificity of mate choice, and the relative fitness of hybrids (if produced) are tested, and the following four outcomes may be envisaged. (1) If there is a cost to inbreeding, based on extrinsic and/or intrinsic factors, then the two lineages may diverge further in sympatry such that the attributes essential for stable coexistence arise, or are enhanced, through the direct action of natural selection within the context of the interaction (for references and recent commentaries, see Howard 1993, Littlejohn 1993, Butlin 1995). (2) If there is an ecological gradient and no cost to interbreeding because the hybrid progeny are as fit as, or fitter than, those of the parental taxa in part of the gradient, a geographically restricted and persistent hybrid zone may form (Moore 1977, Moore and Buchanan 1985, Littlejohn 1988, Hewitt 1989, Harrison 1993, Howard 1993).
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Salminen, Joni. "Leveraging Facebook as a Peer-Support Group for Students." In Cutting-Edge Technologies and Social Media Use in Higher Education, 195–212. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5174-6.ch008.
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This chapter reports the use of Facebook in a Digital Marketing course in a Finnish university as a peer-support group for a course consisting of 80 marketing students. It identifies seven types of student-/teacher-generated content: (1) course-related posts, (2) substance-related posts, (3) course feedback, (4) course recommendations, (5) event posts, (6) job posts, and (7) business-related posts. It also discusses educators’ problems of using social media as a course support. For example, there is a risk of artificial communication if participation is required but motivation for posting is purely extrinsic. Commercial social networks may be useful in education because they are user-friendly, easy to adopt, and involve less friction than systems isolated from students’ day-to-day usage of the Internet. Peer support frees teachers’ time, but it needs to be devised correctly for students to participate. In practice, the teacher needs to invest time and effort in providing interesting content and guidance. More than technology, barriers of peer support relate to social issues and expertise – the students must differ in their substantive knowledge so that peer support is possible, and students must feel comfortable to ask for and provide help. Interestingly, the drop out of students in the group can be kept low even after the course by posting interesting content. In this sense, the group may demonstrate stronger ties than peer support groups that dissolve after the course.
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"Community Ecology of Stream Fishes: Concepts, Approaches, and Techniques." In Community Ecology of Stream Fishes: Concepts, Approaches, and Techniques, edited by Bernard Hugueny, Thierry Oberdorff, and Pablo A. Tedesco. American Fisheries Society, 2010. http://dx.doi.org/10.47886/9781934874141.ch3.
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<em>Abstract</em>.—Community ecology increasingly seeks to integrate the influences of regional and historical processes with species interactions within local habitats. This broadened perspective is largely based on comparative approaches that employ “natural experiments” to identify factors shaping community structure. Because coastal rivers are separated from one another by insurmountable barriers (oceans or land), freshwater fishes are particularly well suited for comparative analyses of factors that influence fish community organization. In this chapter, we review how this comparative approach shed light on large-scale biodiversity gradients, community saturation, community convergence, density compensation, and the role of intrinsic and extrinsic factors in community dynamics. The main factors (e.g., river mouth discharge and history) empirically related to species richness of a river are well identified, and metacommunity ecology provides a fruitful conceptual framework for understanding how regional (river) species richness translates into local species richness. Much work remains to identify factors explaining differences among whole river basin assemblages with regard to ecological traits (e.g., trophic status and life history) composition and to assess whether trait-related environmental and biotic local filters act similarly over large spatial scales. One important conclusion that can be drawn from the studies reviewed here is that history cannot be neglected whatever the scale of investigation (global, river, or site). A second conclusion is that historical effects are not strong enough to blur the occurrence of qualitatively repeatable patterns of community structure over large spatial scale, which is encouraging because it suggests development of general predictive models of community structure is an attainable goal.
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Marín-Padilla, Miguel. "The Human Cerebral Cortex Microvascular System: Development and Composition of the Meningeal and Intracerebral Extrinsic and Intrinsic (Blood-Brain Barrier) Compartments." In The Blood-Brain Barrier in Health and Disease, Volume One, 51–69. CRC Press, 2015. http://dx.doi.org/10.1201/b18606-3.
Full textConference papers on the topic "Extrinsic barriers"
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Choi, Kun-Mo, Robert D. Hurt, Thomas E. Shea, and Richard Nishimura. "User Requirements and Criteria for Proliferation Resistance in INPRO." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49211.
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In designing future nuclear energy systems, it is important to consider the potential that such systems could be misused for the purpose of producing nuclear weapons. INPRO set out to provide guidance on incorporating proliferation resistance into innovative nuclear energy systems (INS). Generally two types of proliferation resistance measures are distinguished: intrinsic and extrinsic. Intrinsic features consist of technical design features that reduce the attractiveness of nuclear material for nuclear weapon program, or prevent the diversion of nuclear material or production of undeclared nuclear material for nuclear weapons. Extrinsic measures include commitments, obligations and policies of states such as the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) and IAEA safeguards agreements. INPRO has produced five basic principles and five user requirements for INS. It emphasizes that INS must continue to be an unattractive means to acquire fissile material for a nuclear weapon program. It also addresses as user requirements: 1) a balanced and optimised combination of intrinsic features and extrinsic measures, 2) the development and implementation of intrinsic features, 3) an early consideration of proliferation resistance in the development of INS and 4) the utilization of intrinsic features to increase the efficiency of extrinsic measures. INPRO has also developed criteria, consisting of indicators and acceptance limits, which would be used by a state to assess how an INS satisfies those user requirements. For the first user requirement, the most important but complex one, INPRO provides a 3-layer hierarchy of indicators to assess how unattractive a specific INS would be as part of a nuclear weapon program. Attributes of nuclear material and facilities are used as indicators to assess intrinsic features. Extrinsic measures imposed on the system are also assessed. Indicators to assess defence in depth for proliferation resistance include the number and robustness of barriers, and the redundancy or complementarity of barriers. The cost of incorporating proliferation resistant features is used to assess the cost-effectiveness of any particular INS in providing proliferation resistance. The stages in the development of an INS at which proliferation resistance is considered in the process are assessed. Awareness of extrinsic measures by designers and use of intrinsic features for verification illustrate how intrinsic features facilitate extrinsic measures. An INPRO-consistent methodology to assess the proliferation resistance of an INS is still under development, with feedback expected from the case studies undertaken by Argentina, India, Russia and the Republic of Korea.
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Mutasim, Zaher. "Intrinsic and Extrinsic Variable Effects on Thermal Barrier Coatings Life." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30273.
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Thermal barrier coating life is dependent on many intrinsic and extrinsic variables within the environment that they operate within. Intrinsic variables include material composition, mechanical and thermal properties, microstructure and ceramic coating thickness. On the other hand, extrinsic variables include cycle time, interface and top surface temperatures, and the gaseous environment, among others. Laboratory testing was conducted to determine the effects of these variables on TBC life. This paper addresses TBC life as a function of microstructure, thickness, and interface temperature.