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Sidney L. Jackson Barbara Nykoruk Doug Newsom Alan Scott Richard Weiner 《Communication Booknotes Quarterly》2013,44(9):110-111
Sidney L. Jackson's Libraries and Librarianship in the West: A Brief History (New York: McGraw-Hill, 1974---price not given, hardback) Barbara Nykoruk (ed.) Authors in the News (Detroit, Mich.: Gale Research Co., 1976---$24.00) Doug Newsom and Alan Scott's This is PRI The Realities of Public Relations (Belmont, Calif.: Wadsworth, 1976---$12.95 1 with an instructor's manual available as well) Richard Weiner's Professional's Guide to Publicity (Richard Weinter, Inc., 888 Seventh Ave., New York 10019---$6.95, paper) Richard Weiner's Syndicated Columnists (hardbound, 154 pages, $20.00) 相似文献
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Doug Knapp 《The Journal of environmental education》2013,44(3):32-39
Abstract In December of 1997, an international conference was held in Thessaloniki, Greece, to celebrate the 20th anniversary of the Tbilisi Doctrine and to reorient education for sustainability in the 21st century. The culmination of this event was the Thessaloniki Declaration—a charter for the future of education for sustainability. In only 2 of the 29 statements made in the Declaration was the term environmental education mentioned. One of those references suggested that environmental education be referred to as education for environment and sustainability. The author believes that this scant use of the term environmental education indicates that the term is finding decreasing support in the international community. The author reviews reasons why environmental education's position is in peril and offers a status report on the current criticisms and weaknesses of environmental education. The author outlines several important strategies that must be implemented to preserve the name and the concept of environmental education for decades to come. 相似文献
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Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a “grain-size” continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with suggestions for future research. 相似文献
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