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121.
Hugh Gallagher 《大中专文苑》2010,(16)
我是精力旺盛的家伙--爬墙和砸冰,小菜一碟.我远近闻名,因为有次我利用午休时间,改造了火车站,提高了候车室保温效果.我为古巴难民逐条翻译骂人的脏话.我写过歌剧,并且还得了奖.我的工作效率很高.有时,我可以连续三天踩水. 相似文献
122.
Information literacy, often described as a person's ability to effectively find and evaluate answers to questions using a variety of information resources, is of particular importance to health care workers. This paper presents the results of an information literacy survey presented to occupational therapy (OT) students at Thomas Jefferson University during a series of required class activities. Also described are the authors' activities with the faculty and courses at Jefferson. The survey was made available to first-, second-, third-, and fourth-year occupational therapy students along with nursing students and pharmacy students. The survey is designed to identify research habits, skills, and preferences. Results confirm some commonly held perceptions about searching skills of young adults and an interesting dichotomy in students' learning habits. The paper concludes with a discussion of recommendations to OT faculty and librarians on how to improve information literacy education. The survey can be obtained by contacting the authors. 相似文献
123.
Anthony F.J. van Raan Thed N. van Leeuwen Martijn S. Visser Nees Jan van Eck Ludo Waltman 《Journal of Informetrics》2010,4(3):431-435
We reply to the criticism of Opthof and Leydesdorff on the way in which our institute applies journal and field normalizations to citation counts. We point out why we believe most of the criticism is unjustified, but we also indicate where we think Opthof and Leydesdorff raise a valid point. 相似文献
124.
Manchester KL 《Endeavour》2001,25(2):68-73
There is an alternative medicine lobby that, in conjunction with antivivisectionists, believes Louis Pasteur to have been a fraud [R. Bottomley's You Don't Have to Feel Unwell! (Newleaf, 1994) is a recent example]. They frame their accusations around a rivalry between Pasteur and a contemporary, Antoine Béchamp, from whom they suggest Pasteur stole his ideas and then distorted them for his own purposes. This article explores some aspects of the controversies between Béchamp and Pasteur. 相似文献
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127.
S. Anthony Thompson 《International Journal of Inclusive Education》2013,17(10):985-1000
The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their sexual identity (LGBTTQQ). In laying out these approaches side by side, I argue that CoFs constitute a dis/abling pedagogy breed acquiescence, further pathologise students and create essentialised identification for all students. GSAs, in contrast, are constitutive of a queer pedagogy and promote active, agentive, healthy more complex identities. In short, CoFs are critiqued through GSAs and implications for inclusive schooling are explored. 相似文献
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129.
Rebecca K. Frels Anthony J. Onwuegbuzie 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):181-206
To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring. 相似文献
130.
Margaret E. Ross Jill D. Salisbury-Glennon Anthony Guarino Cynthia J. Reed Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209
To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance. 相似文献