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941.
Ian M. Johnson Paula Younger Louise Ellis‐Barrett Charles Oppenheim 《Learned Publishing》2006,19(4):309-315
Growth, creativity and collaboration: great visions on a Great Lake – proceedings of the North American Serials Interest Group, Inc. 19th annual conference, June 17–20, 2004, Milwaukee, Wisconsin. 2005 Ed. P. S. French and M. Mering The Haworth Information Press, Binghamton, NY, ISBN 0‐7890‐2976‐6 US $34.95 Communicating in style by Yateendra Joshi The Energy and Resources Institute, India, 2003, 81 7993 016 5, £7.50 Bookmaking: Editing, Design, Production by Marshall Lee W. W. Norton & Co. Ltd., 2004, hardback, ISBN 0393730182 The Institutional Repository By Richard Jones, Theo Andrew and John MacColl Chandos Publishing, 2005, ISBN 1 84334 138 7, 237pp. 相似文献
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Based upon the CIBER surveys of the behaviour of scholars using research journals online the authors propose a market structure for the publication of research in which payments would be made at the article level by individual users – using credits supplied by their institutions or research funders – broadly along the lines of the iTunes model. 相似文献
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The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness. 相似文献
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Ian Parker Renga 《Educational Studies A Journal of the American Educational Studies Association》2017,53(3):263-284
Much of the public discourse on education arguably reinforces the assumption that most stakeholders share the same desires for teaching and learning—desires reflecting a liberal paradigm that stresses individualism, control, and efficiency. But there are other desires, and additional empirical research informed by a Vygotskian sociocultural theory of learning could enrich this discourse. In my view, such research could benefit from a framework of desire compatible with the theory's central assumptions of learning as socially situated in cultural practices, teleological, and transformational. To this purpose, I offer a liturgical framing of desire put forth by James K. A. Smith, which treats humans as essentially desiring beings and defines desire as a potent force formed through participation in communal practices that orient practitioners' hearts (eros) toward particular futures (telos). I show how this framing satisfies key features of sociocultural theory and highlight two examples of how desire has been qualitatively examined and where the framing might enrich further examinations of education settings. 相似文献