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61.
Keith Park 《British Journal of Special Education》1997,24(3):108-114
Keith Park, a teacher of children with visual impairments and learning disabilities, provides an analytical review of the literature on objects of reference in order to formulate a model of object use in communication. Peirce's (1932) three categories of sign (index, icon and symbol) are suggested as a method of providing a developmental framework for the use of objects of reference. 相似文献
62.
Dean Keith Simonton 《Journal of Cultural Economics》1995,19(3):278-278
Ninth International Conference on Cultural Economics Boston, Mass., May 8–12, 1996 Call for papers 相似文献
63.
Keith Humphreys 《British Journal of Special Education》2001,28(3):123-125
EQUALS is a national organisation that has a major concern for the development of a curriculum that promotes the inclusion of all pupils. The EQUALS movement has, in the past, published its own materials in support of curriculum development for pupils with learning difficulties. In this article, Keith Humphreys, EQUALS' quality assurance manager, provides a response to the publication of the QCA/DfEE guidelines. He discusses EQUALS' response to these guidelines and proposes a way forward for schools already using EQUALS materials. While acknowledging that the implementation of the QCA/DfEE guidelines will lead to an evolution of good practice, he articulates a concern that staff should continue to appreciate and value their own development work. Keith Humphreys details the ways in which EQUALS intends to support this process of evolution in the future. 相似文献
64.
Keith M. Clayton 《Higher Education Quarterly》1987,42(1):20-37
The UGC norm-based allocation of 1986, the current proposals for the rationalisation of departments, and the proposals of the Advisory Board for the Research Councils (ABRC) for R, X and T class universities are assessed against the actual operations of productive science departments and their patterns of expenditure on research as revealed born a recent sample survey. It is concluded that the UGC's norm-based allocation did not in any systematic way secure increases related to current research activity except for those cases where this came from the student number-based teaching element. Only the creation of larger departments seems likely to increase research output, and often that will best be achieved by increases in student numbers and their associated funding. Institutions similar to T class universities can be achieved by encouraging the recruitment of students at the expense of the public sector, but the distribution between R and X class universities is unsustainable. 相似文献
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Keith 《Endeavour》2001,25(4)
In 1971, on the death of Louis Pasteur's grandson, Pasteur Vallery-Radot, the collection of Pasteur's personal papers and notebooks, which had mostly been donated to the Bibliothèque nationale in Paris, became more accessible to scholars. Louis Pasteur (Fig. 1) was one of the world's greatest scientists, but since his death in 1895 his memory has been revered to an extent that almost borders on idolism. One consequence of the improved access to Pasteur's notebooks and correspondence was the publication in 1995 of Gerald Geison's book The Private Science of Louis Pasteur[1], in which Geison compares what he believes to have been the more realistic sequence of steps by which Pasteur reached his unquestionably famous discoveries with the widely publicized Pasteurian legends that often read more like film scenarios. This article attempts to trace the stages by which Pasteur came to some of his celebrated conclusions in the earlier years of his career.
Fig. 1. Pasteur in 1857, aged 34, when Dean of the Faculty of Sciences in Lille (reproduced, with permission, from [1]). 相似文献
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