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141.
Marina Levina Jennifer R. Hannah Richard J. Ring Laura Ducceschi Courtney Bennett 《Communication Booknotes Quarterly》2013,44(3):168-174
AMERICAN FILM INSTITUTE [website] (http://www.afionline.org), reviewed 9 June 1999. GOING DIGITAL: STRATEGIES FOR ACCESS, PRESERVATION, AND CONVERSION OF COLLECTIONS TO A DIGITAL FORMAT edited by Donald L. DeWitt (New York: Haworth Press, 1998—$45.00, ISBN 0–7890–0521–2, 232 pp., index) ELECTRONIC FRONTIER FOUNDATION [website] (http://www.eff.org), reviewed 17 April 1999. Founded in 1990 by John Perry Barlow and Mitch Kapor (of Lotus 1–2‐3 fame) FACT: FIRST AMENDMENT CYBER‐TRIBUNE [website] (http://w3.trib.com/FACT), reviewed 17 April 1999. FACT is hosted by Wyoming's Casper Star‐Tribune and edited by Charles Levendosky (a columnist and editor for that newspaper) THE HISTORY CHANNEL [website] (http://www.historychannel.com), reviewed 11 June 1999. THE NATURE OF THE BOOK: PRINT AND KNOWLEDGE IN THE MAKING by Adrian Johns (Chicago: University of Chicago Press, 1998—$40.00/no paper price, ISBM 0–226–40121–9 hard, 0–226–40122–7 paper, 753 pp., bibliography, index) K.I.S.S. OF THE PANOPTICON [website] (http://carmen.artsci.washington.edu /panop/home.htm), reviewed 12 May 1999. THE MEDIA AND COMMUNICATION STUDIES SITE (MCS): CONSTRUCTIVISM AT WORK [website] (http://www.aber.ac.uk/‐dgc/media.html), reviewed 23 April 1999. MEDIA AWARENESS NETWORK [webstite] (http://www.media‐awareness.ca/), reviewed 11 March 1999. CIVIC SPACE/CYBERSPACE: THE AMERICAN PUBLIC LIBRARY IN THE INFORMATION AGE by Redmond Kathleen Molz and Phyllis Dain (Cambridge, MA: MIT Press, 1999—$30.00, ISBN 0–262–13346–6, 259 pp., appendix, notes, bibliographical references, index) RADIO VATICAN CITY [website] (http://www.wrn.org/vatican‐radio/), reviewed 12 May 1999. SARAH ZUPKO'S CULTURAL STUDIES CENTER [website] (http://www.popcultures.com/), reviewed 12 May 1999. 相似文献
142.
Evaluation plays an increasingly important role in the quality-driven context of higher education. Projects that focus on learning and teaching often have evaluation expected of them, however, there is little evidence on the effectiveness of approaches nor the extent to which the praxis of evaluation is achieved. To illustrate this phenomenon, project funding and evaluation expectations are reviewed and the resulting analysis of the literature identifies eight emergent themes. Two overarching factors that unite these themes are time (or lack of it) and participation, leading to six issues for evaluation practice. Alignment of evaluation theory with practice requires focused attention if the maximum benefits of evaluation for the project processes are to be achieved. 相似文献
143.
Although reading is known to be an important contributor to language abilities, it is not yet well established whether different text genres are uniquely associated with verbal abilities. We examined how exposure to narrative fiction and expository nonfiction predict language ability among university students. Exposure was measured both with self-report and with recognition tests of print exposure. Verbal ability was measured in the form of synonym knowledge, analogies, sentence completion, and reading comprehension in 4 different studies. Across all studies, narrative fiction was a better predictor of verbal abilities relative to expository nonfiction. When examining unique associations, controlling for demographic variables and the other genre, fiction remained a robust predictor, whereas nonfiction became a null or weak negative predictor. In light of this evidence, it appears that what we read plays an important role in how reading contributes to language development. 相似文献
144.
Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation. 相似文献
145.
146.
Legislation creating or reinforcing resale royalties for visual artists retains substantial political popularity – particularly in the European Union – despite the often skeptical attitude toward those rights in the economics literature. In this essay, we probe more deeply the affirmative arguments that can be made for a resale royalty right, in either a mandatory or a discretionary form. We also compare the rationale for visual artists' resale royalties with the potential rationales for the now-well-established systems of royalty rights for authors and composers. This comparison has particular interest both because some of the principal arguments made against visual artists' resale royalties also apply to authors' royalties, and because the economic rationale for compensating authors with royalties has itself not been well explored. We also discuss briefly the related subject of display rights for visual artists. We conclude with some general implications for policy. 相似文献
147.
148.
This paper discusses technology integration in teaching and teacher education. Emphasis is placed on policy and curriculum reform as they relate to the use of information technologies for teacher education. Particular reference is made to the situation in Cyprus public schools. It is argued that for successful technology integration, there needs to be a shift in pedagogical approaches and reform of teacher education programmes. Concluding, suggestions are provided on how information technologies can best be integrated in pre-service teacher education and in-service teacher professional development. Intégration des technologies dans l’enseignement et la formation des enseignants : quelles implications politiques, quel impact sur la réforme curriculaire? Dans cet article nous analyserons comment s'intègrent les technologies dans l'enseignement et la formation des enseignants et mettrons l'accent sur les conséquences de cette intégration sur les aspects politiques et sur la réforme des curricula avec une attention particulière À la situation des écoles publiques chypriotes. Nous défendons l'idée que l'intégration des TIC doit s'accompagner d'un changement profond dans nos faÇons d'enseigner et de concevoir les programmes de formation des enseignants. Enfin, le texte suggère quelques idées concernant l'intégration des TIC dans la formation initiale et continue des enseignants. Integration von Technologie im Unterricht und in der Lehrerausbildung : Auswirkung auf die Schulpolitik und die Lehrplanreform. In diesem Artikel behandeln wir die Integration von neuen Technologien im Unterricht und in der Lehrerausbildung, und heben deren Auswirkungen auf die Schulpolitik und die Lehrplanreform hervor. Wir nehmen insbesondere Bezug auf die Situation der öffentlichen Schulen auf Zypern. Eine signifikante Aenderung unserer pädagogischen Denkweise und eine Reform der Lehrerausbildung ist Voraussetzung für die erfolgreiche Integration der neuen Technologien. Abschliessend möchten wir Vorschläge vorbringen, wie Informationstechnologien in der Ausbildung und Fortbildung von Lehrkräften am besten integriert werden können. 相似文献
149.
This paper reports the results of a study that has been carried out for the first time in Cyprus, with the aim of exploring the views of head teachers on inclusion. Data were collected by means of questionnaires and a focus group meeting; 185 head teachers participated in this study. The findings indicated that overall, head teachers held positive attitudes towards inclusion of children with disabilities. The relationship among the head teachers' background factors, such as sex, administration experience, contacts with people with disabilities, possession of postgraduate titles in special education and attitudes towards inclusion were reported. This study has brought out that head teachers held overall positive attitudes towards inclusion. The findings are meaningful to the understanding of the effects of inclusion and entail various implications to facilitate it. 相似文献
150.
Sergej Flere Marina Tavčar Krajnc Rudi Klanjšek Bojan Musil Andrej Kirbiš 《British Journal of Sociology of Education》2010,31(1):47-58
Cultural capital, originally a general sociological concept, has been transformed into a construct that is often applied in predicting scholastic attainment. Intellectual ability (IQ) has also been proven to be a strong, although basically psychological, predictor of educational attainment. However, these strands of research have hardly been contrasted in terms of their predictive power and in terms of their potential interaction. In the current study of Slovenian secondary school students, the results indicated that both constructs had statistically significant predictive power, both as to attainment and as to transition into type of secondary education. Results also indicated that: both constructs were fairly robust, as their predictive power remained statistically significant even after control variables were entered into the model; and they operated independently as results indicated no interaction between these constructs. The ‘return’ on cultural capital was greater for students whose parents had lower educational status. 相似文献