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91.
Barrie Redfern Norman Crowhurst Janes Hindman Larry Kirkman Elizabeth Monk Daniel R. Williamson 《Communication Booknotes Quarterly》2013,44(2):30-33
Barrie Redfern's Local Radio (London and New York: Focal Press, 1978—$8.95, paper) Norman Crowhurst's How to Select and Install Your Own Speakers (Blue Ridge Summit, Pa.: TAB Books, 1979—49.95, and also in paperback) Hindman, Janes, Larry Kirkman, and Elizabeth Monk. TV Acting: A Manual for Camera Performance (1979—$15.50/7.95 , 191 pp.) Williamson, Daniel R. Newsqathering. (1979—$13.50/7.50 , 250 pp.) Stonecipher, Harry W. Editorial and Persuasive Writing: Opinion Functions of the News Media (1979—$13.95/7.95, 256 pp.) Richard Robinson's The Video Primer: Equipment, Production, and Concepts (New York: Quick Fox, 1979—$14.95/6.95) Marshall Lee's Bookmaking: The Illustrated euide to Design/production/editing (New York: R.R. Bowker, 1979—$25.00) Lenny Lipton's Lipton on Filmmaking (New York: Simon and Schuster, 1979—$7.95, paper, with a hardback also available) Philip C. Geraci's Photojournalism: Making Pictures for Publication (Dubuque, Iowa: Kendall/Hunt Publishing, 1978—$12.95, paper) 相似文献
92.
Derek Law 《New Review of Academic Librarianship》2013,19(1):53-67
Libraries are attempting to face a future in which almost every fixed point has disappeared. Users are changing; content is changing; research is taking new forms. Indeed the very need for libraries is being questioned in some quarters. This paper explores the nature of the changes and challenges facing higher education libraries and suggests key areas of strength and core activities which should be exploited to secure their future. 相似文献
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94.
This study examined academic library employees' experiences during “strengths education,” a process of learning about individual strengths during a positive psychology intervention. Participants took the Clifton StrengthsFinder test, attended a workshop, and then were interviewed about what they considered to be the effects of the strengths training. The focus of the qualitative analysis was the interviewees' statements about the intrapersonal and interpersonal effects of learning about their strengths. We categorized and coded these statements as cognitions formed, emotions experienced, and applications envisioned. Our findings raise interesting implications for job satisfaction and employee self-esteem, especially during times of change. 相似文献
95.
T. Derek Halling 《图书馆管理杂志》2013,53(7-8):429-438
ABSTRACT The library implemented a new service model focusing on improved expertise, efficiency, and morale during a period of leadership change and workforce reduction. Implementation of a Disney-type service model helped identify skill sets for departmental reorganization. Hiring methods targeted candidates that best fit expectations for the changing needs of the library. New service goals led to improved skills, better personnel matches, and increased dedication. Results included several University Library monetary awards, as well as patron comments that directly related to the changes. The goal-oriented plan implemented by the library addressed a work-force reduction and created a new, highly appreciated service model. 相似文献
96.
Suzanne Shurtz Robin Sewell T. Derek Halling Becky McKay Catherine Pepper 《Medical reference services quarterly》2013,32(3):265-281
An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage. 相似文献
97.
Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. 相似文献
98.
Siu Ling Wong Derek Hodson Jenny Kwan Benny Hin Wai Yung 《International Journal of Science Education》2013,35(11):1417-1439
Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists. 相似文献
99.
100.
Derek Cheung 《Journal of Experimental Education》2013,81(2):149-165
Although curriculum scholars generally agree that teachers' meta-orientations to curriculum are hidden forces guiding their selection of curriculum goals, curriculum content, teaching methods, and assessment strategies, the existence of such a meta-orientation construct has not been empirically confirmed. The author used McNeil's (1996) 4 curriculum orientations to demonstrate how hierarchical confirmatory factor analysis can be applied to measure the meta-orientation construct. A hierarchical model was hypothesized that consisted of 4 1st-order factors and 1 2nd-order factor. The 1st-order factors represented McNeil's 4 separate curriculum orientations: academic, social reconstructionist, humanistic, and technological. The 2nd-order factor denoted the meta-orientation construct. Hierarchical confirmatory factor analysis of teacher data collected by a curriculum orientation inventory provided clear support for the hypothesized model. 相似文献