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131.
THE AMERICAN BOOK BUYERS STUDY “conducted and prepared”; by Bruno and Ridgway Research Associates for Publishers Weekly and the Book Industry Study Group (New York: Cahners Publishing Company, September 1997—$295.00, paper [additional copies $60.00 for BISG voting Members, $80.00 for BISG non‐voting members], ISBN 0–940016–68–0, approximately 550 pages [various pagings], tables, charts, appendixes) BOOKS, BRICKS &; BYTES: LIBRARIES IN THE TWENTY‐FIRST CENTURY, edited by Stephen R. Graubard and Paul LcClerc (New Brunswick, NJ and London: Transaction, 1998—$24.95 paper, ISBN 1–56000–986–1, 361 pp.) BOOKNOTES: AMERICA'S FINEST AUTHORS ON READING, WRITING, AND THE POWER OF IDEAS by Brian Lamb (New York: Times Books, 1997— $15.00, paper, ISBN 0–8129–3029–0, 426 pp., illustrations, appendix, index) EXPERIMENTATION AND COLLABORATION: CREATING SERIALS FOR A NEW MILLENNIUM: Proceedings of the North American Serials Interest Group 12th Annual Conference edited by Charlene N. Simser and Michael A. Somers (New York: Haworth Press, 1998—$69.95, ISBN 0–7890–0525–5, 442 pp., index) 相似文献
132.
This investigation reported normative data for experienced (N = 20) and less‐experienced (N = 20) college teachers’ use of humor, self‐disclosure, and narrative activities. Results indicated that both groups of teachers observed in the study incorporated the three behaviors within their 50‐minute lectures. Experienced teachers, however, used humor, self‐disclosure, and narrative activities more frequently than the less‐experienced teachers. Additionally, the experienced teachers used the behaviors to clarify course content. 相似文献
133.
Jan-Oddvar Sørnes Ingunn Dahler Hybertsen Larry Browning 《Journal of Applied Communication Research》2013,41(1):136-140
We tell of our struggles in completing ethnographic field research by showing the hurdles and difficult interactions we faced on our different projects. We interpret the obstacles as threats to our identities and show how we responded to them. Our conclusion shows how we preserved the independence of our interpretations while completing the data collection and interpretation. 相似文献
134.
This article presents the results and an analysis of 1,728 survey responses from faculty at four top tier religious research universities regarding their support for moral and civic education. The results demonstrate that a majority of faculty members at these schools supported both the general goals of moral and civic education and specific suggestions for integrating moral and civic education into the curriculum. Nonetheless, three major concerns emerged about its actual implementation into the curriculum. 相似文献
135.
Jonathan Hughes 《British Educational Research Journal》2013,39(3):607-608
136.
In previous research, a physiological pattern of speech anxiety has been established for the periods before, during, and after delivering a public speech. However, no corresponding psychological pattern has been reported. Although strong correlations between psychological and physiological measures have not been found, it seemed reasonable to expect public speakers to exhibit a psychological pattern of speech anxiety similar to the physiological pattern. The results of this study support that hypothesis. The observed pattern is a monotonic function decreasing from the beginning of the speech through the post speech period. 相似文献
137.
In postwar Bosnia–Herzegovina, segregation along ethno-nationalistic lines and divergent pedagogies within the education system have presented challenges to social cohesion and the long-term stability of a society that is still struggling to rebuild, reconcile, and regain trust (Jancic, 2008). This article examines the current state of the education system within (a) leadership, (b) primary and secondary schooling (i.e., segregation, language of instruction, textbooks, and curriculum), (c) school–community relations (parent–teacher associations and international organizations), and (d) higher education. Within each of the four aspects, the article explores the challenges and possibilities for social cohesion presented within schools and through education at the larger societal level in Bosnia–Herzegovina. 相似文献
138.
Robert B. McCall Christina J. Groark Larry Fish Rifkat J. Muhamedrahimov Oleg I. Palmov Natalia V. Nikiforova 《Child development》2013,84(5):1734-1749
This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval. 相似文献
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