, but this code // executes before the first paint, when

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is not yet present. The // classes are added to so styling immediately reflects the current // toolbar state. The classes are removed after the toolbar completes // initialization. const classesToAdd = ['toolbar-loading', 'toolbar-anti-flicker']; if (toolbarState) { const { orientation, hasActiveTab, isFixed, activeTray, activeTabId, isOriented, userButtonMinWidth } = toolbarState; classesToAdd.push( orientation ? `toolbar-` + orientation + `` : 'toolbar-horizontal', ); if (hasActiveTab !== false) { classesToAdd.push('toolbar-tray-open'); } if (isFixed) { classesToAdd.push('toolbar-fixed'); } if (isOriented) { classesToAdd.push('toolbar-oriented'); } if (activeTray) { // These styles are added so the active tab/tray styles are present // immediately instead of "flickering" on as the toolbar initializes. In // instances where a tray is lazy loaded, these styles facilitate the // lazy loaded tray appearing gracefully and without reflow. const styleContent = ` .toolbar-loading #` + activeTabId + ` { background-image: linear-gradient(rgba(255, 255, 255, 0.25) 20%, transparent 200%); } .toolbar-loading #` + activeTabId + `-tray { display: block; box-shadow: -1px 0 5px 2px rgb(0 0 0 / 33%); border-right: 1px solid #aaa; background-color: #f5f5f5; z-index: 0; } .toolbar-loading.toolbar-vertical.toolbar-tray-open #` + activeTabId + `-tray { width: 15rem; height: 100vh; } .toolbar-loading.toolbar-horizontal :not(#` + activeTray + `) > .toolbar-lining {opacity: 0}`; const style = document.createElement('style'); style.textContent = styleContent; style.setAttribute('data-toolbar-anti-flicker-loading', true); document.querySelector('head').appendChild(style); if (userButtonMinWidth) { const userButtonStyle = document.createElement('style'); userButtonStyle.textContent = `#toolbar-item-user {min-width: ` + userButtonMinWidth +`px;}` document.querySelector('head').appendChild(userButtonStyle); } } } document.querySelector('html').classList.add(...classesToAdd); })(); Cultivating STEM | 澳门六合彩开奖记录资料

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Cultivating STEM

Thu, May 21, 2009
Neil Carlson, PhD,Amanda Stek
Cultivating STEM cover: microscope photo with text

Excerpted from the Executive Summary:

The Van Andel Education Institute (VAEI) is 鈥渄edicated to strengthening science education and preparing and motivating individuals to pursue science or science-related professions.鈥 At the VAEI鈥檚 request, and with significant survey design participation from VAEI staff, the Calvin College Center for Social Research designed and fielded an online survey of college juniors in November and December 2008. With official school support,
the resulting West Michigan College Student Major Selection Survey included 888 juniors from four West Michigan colleges and universities: Aquinas College, Calvin College, Grand Valley State University, and Hope College.

Although demand-side factors such as job availability and earnings potential are important to respondents鈥攎arkedly more so in the health professions鈥攖hey do not trump the influence of students鈥 basic self-concepts. The number one factor driving major choice is the respondents鈥 perceived 鈥渁rea of natural gifts鈥; for health professions students, the opportunity to improve the lives of others ranks highest. Likewise, the most common themes among comments involve academic interests (what students like to do) and strengths (what students believe they are good
at). Among factors educational institutions can influence directly, internships and work experience were the most frequently cited as influential.
Other educational factors like individual teachers and courses, counselors and fairs were infrequently cited.

In the fall of 2008, West Michigan juniors were generally confident they would finish their degree programs, get good grades, find enduring work in their chosen fields and even accomplish great things in those fields. STEM majors outside the health professions were statistically less likely than others to expect to finish their degrees and achieve good grades. Health professions majors were statistically more likely than others to expect to find work in their fields and to accomplish great things. Women were less likely to expect to find work.

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