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John Sandford Eugene Pons Hans Brack Olaf Rydbeck Edward W. Ploman Bruno Vasari 《Communication Booknotes Quarterly》2013,44(6):66-68
John Sandford's The Mass Media of the German-Speaking Countries (London: Oswald Wolff; and Ames: Iowa State University Press, 1976---price not given, paper) Publizistik. Vierteljahreshefte fur Kommunikationsforschung (= subtitle, meaning Quarterly for Communication Research) Rundfunk und Fernsehen (Broadcasting and Television) Femselsen und Bildung (Television and Education) Communicatio Socialis Broadcast Receiving Fees in France, by Eugene Pons (EBU Monograph No. 7, 194 pp., 1969, 20 Swiss francs or about $5.00, paper) German Radio and Television: Organization and Economic Basis, by Hans Brack (EBU Monograph No. 6, 68 pp., 1968, 8 Sw. Fr. or about $2.00, paper) Broadcasting in the Space Age, by Olaf Rydbeck and Edward W. Ploman (EBU Monograph No. 5, 53 pp., 8 Sw. Fr. or about $2.00, paper) Advertising on Radio and Television (EBU Monograph No. 4, 37 pp., 1966, 5 Sw. Fr. or about $1.00) Financial Aspects of Broadcasting, by Bruno Vasari (EBU Monograph No. 3, 45 pp., 1965, 4 Sw. Fr. or a bit less than $1.00, paper) Television for Children and Young People, by J.D. Halloran and P.R.C. Elliott (134 pp., 1970, 10 Sw. Fr. or about $2.50, paper) Annual Seminar for Producers and Directors of Adult Education by Television (12th Seminar, 1974, 79 pp., 5 Sw. Fr. or about $1.00) Annual Seminar for Producers and Directors of School Television (11th Seminar, 1973, 79 pp., 5 Sw. Fr. or about $1.00, paper) Workshops for Producers and Directors of Television Programs for Children (4th Workshop, 1974, 48 pp., 8 Sw. Fr. or about $2.00, paper) International Forum of Light Music in Radio (1971, 1973, and 1975 editions available, 5 Sw. Fr. each or about $1.00 each, paper) The Evolution of the EBU through its Statutes from 1950 to 1976 (EBU Monograph No. 11, 1977, 25 Sw. Fr. or something over $5.00, paper) International Conference of States on the Protection of Phonograms (Paris: Unesco; and New York: Unipub, 1975---$34.75, paper) 相似文献
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Eugene Pivovarov 《Slavic & East European Information Resources》2013,14(4):369-379
This article is devoted to the career of Sergius Yakobson, a librarian, historian, and educator. Its first part focuses on his role in the development of the Slavic collections of the Library of Congress in the 1940s to 1950s after his emigration to the United States. In the second part, the author compares ways in which Slavica, Rossica, and Sovetica developed in America and France during and after World War II, using materials from Yakobson's survey of Paris Slavic collections made in 1953. The final part briefly discusses his work as a Sovietologist. 相似文献
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ABSTRACT This study focused on school effectiveness in terms of changes in the distribution of achievement across socio‐economic status (SES) for a cohort of 9700 students as they progressed from grade 1 to grade 3. The achievement/SES link was operationalized as the standardized mean difference in achievement (EFFSIZE) between samples of high and low SES students for 165 schools. EFFSIZE measures in reading and mathematics were analyzed in an hierarchical linear model which allowed an assessment of the impact of 13 school characteristics on initial (grade 1) status and, more importantly, on trends over time. The results indicate that, on the average, low SES students are at an initial disadvantage relative to their high SES peers in both subjects and that the difference widens across the first three grades. True school variance in slopes was found in mathematics but not reading, a result consistent with previous research. The school characteristics, which included six indicators based on the effective schools literature, were found to be ineffective predictors of these growth parameters. 相似文献
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Eugene L. Chiappetta David A. Fillman 《International Journal of Science Education》2013,35(15):1847-1868
Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were BSCS Biology—A Human Approach (Kendall/Hunt), BSCS Biology—An Ecological Approach (Kendall/Hunt), Biology—The Dynamics of Life (Glencoe), Modern Biology (Holt), and Prentice Hall Biology (Prentice Hall). The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. A scoring procedure was used that resulted, for the most part, in good intercoder agreement with Cohen’s kappa values ranging from 0.36–1.00. The five recently published biology textbooks in the United States have a better balance of presenting biology with respect to the four themes of science literacy used in this research than those analyzed 15 years ago, especially with regard to devoting more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. 相似文献
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This report describes the design and conduct of a statewide training needs assessment based on joint state agency and university planning. Sample findings are presented for both the statewide population (N = 736) and various job function groupings. Differences in expressed training needs across job function groups are examined, and strategies for providing effective and efficient training are discussed. 相似文献
39.
Cognitive style and instructional preferences 总被引:8,自引:0,他引:8
The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answer-type questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference. 相似文献
40.
Research in Higher Education - Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in... 相似文献