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112.
Current legal issues in publishing A. Bruce Strauch (Editor), Hayworth Press Inc. July 1996, 144pp, $29.95 (outside USA/Canada/Mexico $36.00), ISBN: 1-56024-804-1 Publishing and Book Development in Sub-Saharan Africa: an annotated bibliography by Hans M. Zell & Cécile Lomer, London Hans Zell Publishers 1996, 409pp £60, ISBN 1-873836-46-5 The Scholar's Courtesy by Blaise Cronin. London: Taylor Graham, 1995, 124pp, £25 Society of Freelance Editors and Proofreaders, Directory of Members' Services 1997, Published by SFEP, Mermaid House, 1 Mermaid Court, London SE1 1HR, 198pp, £10, including p+p, ISSN 0960-5533 相似文献
113.
Vicki Williamson 《New Review of Academic Librarianship》2013,19(1):177-189
This paper explores some aspects of the collaborative achievement by Australian university libraries, documents the benefits accrued collectively to the clients of Australian academic libraries and overviews the contributions of some key bodies to the development of Australia's scholarly communication and information infrastructure. 相似文献
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Alex Williamson 《Learned Publishing》2003,16(1):15-20
The author summarizes the benefits and disadvantages of peer review and discusses a number of examples of difficulties with it that have arisen in the medical literature. In the absence of a generally accepted alternative, she sets out the conditions under which the present system should be operated so as to achieve its purpose. 相似文献
117.
For the present study it was hypothesised that there would be an effect of media on hierarchical aural comprehension and that older children would. possess the cognitive structures to take advantage of the symbols presented by different media. Eighty kindergarten and third grade children were randomly selected and assigned to three media treatments of a story (text and illustrations; text and flannel board figures; text and animated film) and a control (text alone). The subjects were tested for comprehension of the story using twenty questions which were derived from modifications of the Barrett and Pearson & Johnson taxonomies (10 questions for each of two hierarchical levels). A treatment by age MANOVA was used to analyse the data. Significant main effects were found for both treatment and age. Age accounted for more variance in the higher order questions than in the lower order questions. It is believed that the older children had the cognitive structures to take advantage of the appropriate symbols.
118.
This research is into the experience of alienation amongst British adolescents. The study had three major aims: firstly to investigate potential differences across various dimensions of alienation on the basis of gender, ethnicity and religion. Secondly, to establish a relationship between alienation, self‐esteem and selected undesirable school behaviours. Finally, there is an attempt to evaluate the use of alienation scales as a research tool in education. The study involved 254 participants aged between 13 and 15 years attending large, multi‐ethnic comprehensives. The findings show that reported levels of alienation were influenced by religious orientation but only minimally by gender or ethnicity per se. Reported alienation negatively correlated with self‐esteem but was positively associated with truancy, exclusion and disruptive behaviour. The authors conclude that, whilst alienation remains a useful concept for educational research, it is unhelpful to see it as an inevitable consequence of deprivation or membership of certain social groups. 相似文献
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Tracey Muir Kim Beswick John Williamson 《Asia-Pacific Journal of Teacher Education》2010,38(2):129-146
This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers. 相似文献