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91.
Cecilia Penzhorn Retha Snyman Maritha Snyman 《International Information and Library Review》2013,45(2):112-120
This article discusses an investigation which was undertaken on behalf of the Legal Deposit Committee into the state of legal deposit in South Africa. Legal deposit cannot be successfully implemented in a country without the positive and committed participation of publishers and legal deposit institutions. The main aim of the study was therefore to investigate how the attitudes, opinions and behaviours of these core role players affect the depositing of material subject to legal deposit. Face-to-face interviews were conducted with selected groups or individuals representing the publisher populations. Similar interviews were conducted with representatives of the five legal deposit libraries. As no studies have been done in South Africa to determine the state of compliance with legal deposit requirements in the country, a smaller investigation in the form of a feasibility study was undertaken with the aim of obtaining figures that reflect the levels of compliance over a specific time period. Based on the results obtained from these investigations, suggestions and recommendations for improved procedures and methods for monitoring and managing legal deposit in the future were provided. Although this study is specific to the South African situation at the present time, the methods employed and suggestions provided may have a wider scope for implementation than in this country only. Other countries on the African continent, for example, could use the methods and suggestions of this study, or adaptations thereof, for their own purposes. 相似文献
92.
Mary Anne Rea-Ramirez Maria Cecilia Nunez-Oviedo John Clement 《Journal of Science Teacher Education》2009,20(2):95-111
Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for
deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them
to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s
model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of
small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed
after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in Model
of conceptual understanding in human respiration and strategies for instruction, Dissertation Abstracts International, 59 (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding
and suggested new models of learning. 相似文献
93.
Although a global virtual team (GVT) can provide organizations with increased competitive advantages and greater flexibility due to its unique ability to transcend traditional boundaries of time, locations, and organizational constraints, knowledge sharing in globally dispersed and culturally diverse members also poses unique challenges to organizations wishing to capitalize on diverse knowledge of GVTs. This work, therefore, examines extant literature on collaboration engineering (CE) and thinkLets and further proposes that CE and thinkLets can help organizations develop predictable patterns of knowledge-sharing behaviour and a sense of structure in GVT collaboration. Implications of using CE and thinkLets for organizational practice and research are also discussed in the virtual collaboration context. 相似文献
94.
Cecilia Bjursell Paul Nystedt Anita Björklund Ola Sternäng 《Educational gerontology》2017,43(10):511-521
A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens’ organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65–75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society. 相似文献
95.
96.
The ecological knowledge of those who interact with ecosystems in everyday-life is situated in social and cultural contexts, as well as accumulated, transferred and adjusted through work practices. For them, ecosystems represent not only places for living but also places for working and defining themselves. This paper explores psychological aspects linking LEK/IEK/TEK to identity and sense of place in the context of fishery practices and management in Sweden. We analyse how knowledge of local ecosystems connect to fishers’ professional identity and their attachment to place by using the Person-Process-Place framework in integration with the Structure-Dynamic-Function framework on professional fishers in Sweden. On the basis of our results we conclude on the significance of physical as well as social and cultural features of fishing places for attachment and meaning as they are important for fishers’ local and professional identities, and also for ecological knowledge generation. Furthermore, fishers’ understanding of ecosystems complexity enhances their attachment and promotes positive emotions and behaviours for proximity maintenance. 相似文献
97.
Cecilia Agudelo-Valderrama 《International Journal of Science and Mathematics Education》2006,4(3):513-544
Since 1994 when the General Law of Education was issued, educational authorities have been claiming that Colombia has embarked
on an educational revolution [‘La revolución educativa’ (n.d.). From the Colombian Ministry of Education website: . Retrieved 23 Nov 2004] where schools have curricular autonomy, and are to improve the quality of education by attending
to the needs of the communities they serve. Teachers are urged to engage in a continuous process of constructing the curriculum
which is to be anchored in the fundamental aim of educating critical citizens. The findings of this study carried out with the participation of 13 mathematics teachers with a range of teaching
experiences and from different schools in Bogotá, show a totally different picture. Instead, for the teaching of school algebra,
teachers emphasised the purpose of training pupils in the manipulation of symbolic expressions, as the prerequisite knowledge
for the next school mathematics level and ultimately for the External Examination. I offer explanations for the identified
gap and argue for the crucial need to create conditions for change at the education systemic level and for the actual empowerment
of teachers. 相似文献
98.
La Rotta Daniel Usuga Olga Cecilia Clavijo Valentina 《Learning Environments Research》2020,23(2):251-267
Learning Environments Research - In recent years, the offer of higher-education programs under online modality has grown significantly. This situation has generated the need to evaluate the quality... 相似文献
99.
The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined. 相似文献
100.
This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7‐, 11‐, and 16‐year‐olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial. By contrast, harm against siblings was described as typical, ruthless, angry, and provoked, but also elicited more negative moral judgments and more feelings of remorse and regret. Whereas younger children were more self‐oriented with siblings and other‐oriented with friends, accounts of harm across relationships became somewhat more similar with age. Results provide insight into how these two relationships serve as distinct contexts for sociomoral development. 相似文献