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31.
Anthony Watkinson Judy Watkins Alastair Dryburgh Hazel Bell Susan Hezlet 《Learned Publishing》2001,14(4):307-311
Declaring Independence: A Guide to Creating Community-controlled Science Journals Policy Approaches to Copyright in HEIs: A Study of the JISC Committee for Awareness, Liaison and Training by Ralph Weedon University of Strathclyde (available from The Centre for Educational Systems, University of Strathclyde, Alexander Turnbull Building, 155 George Street, Glasgow G1 1RD). ISBN 0-9538312-0-5 Internet Publishing and Beyond: The Economics of Digital Information and Intellectual Property edited by Brian Kahin and Hal R. Varian MIT Press, 2000. Pp. 229. Paperback £16.95. ISBN 0-262-61159-7 How to Present at Meetings edited by George Hall. London: BMJ Books, 2001. Pp. ix + 79. £12.95. ISBN 0-7279-1271-2 Dictionary of Printing and Publishing by Michael Barnard and John Peacock Pira International, UK, 2000. Pp. 216. Softcover, £80.00. ISBN 1-85802-3815 相似文献
32.
Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment 总被引:3,自引:2,他引:1
33.
The collection of ethnic and racial statistics has become common in a growing number of institutional settings. Yet contemporary approaches to race and ethnicity suggest that the very process of compelling people to assign themselves to one of a small number of racial or ethnic 'boxes' is, at best, essentialist and, at worst, racist. This article will explore this problematic terrain, and venture a pathway through it, with the aid of findings from a study of ethnic minority English and Welsh student teachers' attitudes to ethnic classification. The discussion comprises three parts. The first sets out to provide a brief theoretical analysis of the genesis of ethnic monitoring within the modern state. It is concluded that ethnic monitoring may usefully be regarded as a problematic necessity, a process that itself needs constant monitoring. With this agenda in place, we move on to assess the implications of our findings on student teachers' attitudes to ethnic monitoring. Their pointers for reform are discussed in the third and final section of the paper, where the policy implications of research are outlined. 相似文献
34.
The present experiments tested bilingual infants' developmental narrowing for the interpretation of sounds that form words. These studies addressed how language specialization proceeds when the environment provides varied and divergent input. Experiment 1 (N = 32) demonstrated that bilingual 14‐ and 19‐month‐olds learned a pair of object labels consisting of the same syllable produced with distinct pitch contours (rising and falling). Infants' native languages did not use pitch contour to differentiate words. In Experiment 2 (N = 16), 22‐month‐old bilinguals failed to learn the labels. These results conflict with the developmental trajectory of monolinguals, who fail to learn pitch contour contrasts as labels at 17–19 months (Hay, Graf Estes, Wang, & Saffran, 2015). Bilingual infants exhibited a prolonged period of flexibility in their interpretation of potential word forms. 相似文献
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This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties. 相似文献
38.
Kellie S. Bennett David A. Hay 《International Journal of Disability, Development & Education》2007,54(4):381-397
This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia‐wide study of 212 parents of children (5–12 years of age) with physical disabilities who attend mainstream schools. The relationships between parental attitudes, parental involvement, family relationships, teachers’ opinions, disability severity, and children’s social skills were tested using structural equation modelling. The results of this study show the importance of family characteristics for the development of social skills in children with physical disabilities. A strong link was found between aspects of healthy family relationships, especially high levels of parental involvement with schooling, and greater social skills development in children. In short, families with highly cohesive, idealised, and democratic family styles strongly influence children’s social skills by providing a safe and sound foundation for children to explore their social environment. Practical implications arising from this study are discussed. 相似文献
39.
Jeff Thomas Janet Dyment David Moltow Ian Hay 《International Journal of Inclusive Education》2016,20(11):1172-1187
This study explores how choice to enter a reengagement programme was experienced and understood by students and staff. In seeking to understand choice, we sought to gain insight into one design element that is considered to be vital for effective reengagement programmes: namely, that they are voluntary or choice-based. We interviewed 12 students and 5 staff who were involved in a reengagement programme that was underpinned by philosophy of choice. Specifically, it was a mandate of the programme that students had to actively and voluntarily ‘choose' to enter the programme. Analysis of the interviews revealed that it was not as simple as a student ‘choosing' to enter the reengagement programme and then entering it. Rather, four main construct types emerged through the interviews that explained the ways in which choice was experienced by the students: (1) an opportunity for self-improvement, (2) an escape from the current situation, (3) a threat, for which the alternative would be a severe consequence, and (4) a nudge taken from a respected adult. Using a ‘contexts-for-action’ ecological model of agency, we seek to understand the construct types by exploring the complex factors that constrain or legitimize why, how, when, and with whom a student makes his/her ‘choice'. The contexts that emerged in this study relate to the internal or external influences as well as whether the choice was proactive or reactive. 相似文献
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