General Media     

Alan D. Fletcher  Thomas A. Bowers  Charles Goodrum  Helen Dalrymple  Peter A. McWilliams 《Communication Booknotes Quarterly》2013,44(9):114-115

FUNDAMENTALS OF ADVERTISING RESEARCH by Alan D. Fletcher and Thomas A. Bowers (Columbus, Ohio: Grid, 1983 2nd ed.)

THE LIBRARY OP CONGRESS by Charles Goodrum and Helen Dalrymple (Boulder, Colo.: Westview Press, 1982---$25.00/10.95)

THE PERSONAL COMPUTER BOOK and THE PERSONAL COMPUTER IN BUSINESS BOOK, both by Peter A. McWilliams (Prelude Press, Box 69773, Los Angeles, CA 90069/distribution by Ballantine Books---$9.95 each, paper)  相似文献   

Radio     

Thomas Allen Greenfield  Michael Keith  Joseph Krause  John Parikhal  David Oakes  James E. Fletcher 《Communication Booknotes Quarterly》2013,44(5):72-73

RADIO: A REFERENCE GUIDE by Thomas Allen Greenfield (Westport, CT: Greenwood Press, 1989—$39.95, ISBN 0-313-22276-2)

THE RADIO STATION by Michael Keith and Joseph Krause (Stoneham, MA: Focal Press, 1989—$24.95, paper, ISBN 0-240-80028-1)

PROGRAMMING RADIO TO WTN IN THE NEW AMERICA by John Parikhal and David Oakes (1989—$40.00 but $20 to NAB/BEA members, paper, ISBN 0-89324-062-1)

PROFITING FROM RADIO RATINGS: A MANUAL FOR RADIO MANAGERS, SALES MANAGERS AND PROGRAMMERS by James E. Fletcher (1989—$40.00 but $20 to NAB/BEA members, paper, ISBN 0-89324-065-6)

DEVELOPING AN EFFECTIVE MARKETING PLAN: A WORKING GUIDE FOR RADIO BROADCASTERS by John Geason and John Sutherland (1989—$20.00, paper, ISBN 0-89324-066-4)

AMERICAN RADIO SPRING 1989 by James H. Duncan, Jr. (Duncan's American Radio, Box 90284, Indianapolis, IN 46290—$79.00, paper)  相似文献   

Cataloging on Receipt for Monographs: Merging Cataloging and Acquisitions Functions at UCLA     

Peter Fletcher  Roxanne M. Peck 《Cataloging & classification quarterly》2013,51(1-3):129-138

Institutions have sought to improve technical services workflows by merging some acquisitions and cataloging functions in different ways and with varying results. Those institutions’ experiences with the merging process contrast with the process implemented at UCLA. At UCLA a process of cataloging on receipt was planned and implemented in the Print Acquisitions Department, in cooperation with the Cataloging & Metadata Center. The process resulted in significantly faster delivery of print books from receipt to shelf for materials not batch packed for remote storage.  相似文献   

Creating case studies of practice through Appreciative Inquiry     

Helen Clarke  Bridget Egan  Lynda Fletcher 《Educational Action Research》2013,21(3):407-422

Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project.  相似文献   

To Sign or Not to Sign? The Impact of Encouraging Infants to Gesture on Infant Language and Maternal Mind‐Mindedness     

Elizabeth Kirk  Neil Howlett  Karen J. Pine  Ben Fletcher 《Child development》2013,84(2):574-590

Findings are presented from the first randomized control trial of the effects of encouraging symbolic gesture (or “baby sign”) on infant language, following 40 infants from age 8 months to 20 months. Half of the mothers were trained to model a target set of gestures to their infants. Frequent measures were taken of infant language development and dyadic interactions were scrutinized to assess mind‐mindedness. Infants exposed to gesture did not differ from control conditions on language outcomes; thus, no support was found for previous claims that encouraging gesturing with infants accelerates linguistic development. Microgenetic analysis revealed mothers in the gesture training conditions were more responsive to their infants' nonverbal cues and encouraged more independent action by their infant.  相似文献   

Processing errors in conditional and biconditional problem solving behavior     

Terry M. Wildman  Harold J. Fletcher 《Contemporary educational psychology》1979,4(4)

Students (N = 237) in each of grades 8, 10, 12, and 14 were randomly divided into three groups and administered either a 16-item multiple-choice test of conditional syllogisms, or a 16-item test of biconditional syllogisms, or a 32-item test with both conditional and biconditional syllogisms. Results provided within experiment and within-subjects comparison of responses on conditional and biconditional syllogisms. A comparison of response patterns on conditional items with responses on actual biconditional items provided a direct test of the previously hypothesized biconditional misinterpretation of conditional problems. These analyses confirmed the strong tendency of subjects (across grades) to interpret conditional syllogisms biconditionally. Surprisingly, performance on biconditional problems does not improve systematically with age; in fact, college sophomores perform only slightly better than eighth graders. With regard to conditional syllogisms, results confirmed previously described performance variations across forms of both major and second premises and also replicated an unusual reversed developmental trend on the problem which involves denying the consequent.  相似文献   

Object-relational data modelling for informetric databases     

Hairong Yu  Mari Davis  Concepcin S. Wilson  Fletcher T.H. Cole 《Journal of Informetrics》2008,2(3):240-251

Informetric researchers have long chafed at the limitations of bibliographic databases for their analyses, without being able to visualize or develop real solutions to the problem. This paper describes a solution developed to provide for the specialist needs of informetric researchers. In a collaborative exercise between the fields of computer science and informetrics, data modelling was used in order to address the requirements of complex and dynamic informetric data. This paper reports on this modelling experience with its aim of building an object-relational database (ORDB) for informetric research purposes. The paper argues that ORM (object-relational model) is particularly suitable because it allows for the modelling of complex data and accommodates the various data source formats and standards used by a variety of bibliographic databases. Further, ORM captures the dynamic nature of informetric data by allowing user-defined data types and by embedding basic statistical calculating tools as object functions in these user-defined data types. The main ideas of the paper are implemented in an Oracle database management system.  相似文献   

Adults in a Community Education Centre     

Colin Fletcher 《International Journal of Lifelong Education》2013,32(3):261-271

  相似文献   

‘From Mentor to Mentored’     

Sarah Fletcher 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):48-55

This paper examines one person's perceptions in changing role from being a school based mentor and teacher to being herself mentored on becoming a lecturer in education. It identifies some of the more and less successful aspects of the mentoring experience and suggests provisional guidelines to improve the present system used in one HEI (Higher Education Institution).  相似文献   

RTI models as alternatives to traditional views of learning disabilities: Response to the commentaries     

Fletcher JM  Vaughn S 《Child development》2009,3(1):48-50

Two commentaries in this issue, one by Torgesen and one by Fuchs and Fuchs, are largely supportive of our views of the value of implementing response to intervention (RTI) models in schools. In contrast, Reynolds and Shaywitz's criticisms of RTI represent traditional and often nonempirical views of learning disabilities (LDs). The evidence base on RTI is not empty, and Reynolds and Shaywitz fail to provide research support for their views of either LDs or RTI.  相似文献