Follow‐up study of ex‐students of a residential school for children with emotional and behavioural difficulties in New Zealand     

Garry Hornby  Chrystal Witte 《Emotional and Behavioural Difficulties》2013,18(2):79-93

A follow‐up study was conducted on ex‐students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post‐school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community adjustment. Twenty‐nine ex‐students and/or their parents or caregivers were located and interviewed 10–14 years after they had left residential school. Interviews focused on their educational achievement, employment record and community adjustment. Findings indicated low levels of achievement in terms of educational qualifications and employment records, high rates of involvement with the criminal justice system and low levels of community adjustment. Implications of the study findings suggest that key factors in improving student outcomes are establishing effective procedures for transition, providing ongoing support for ex‐students, and better special needs training for teachers in mainstream schools.  相似文献   

The international student experience: three styles of adaptation     

Jean Russell  Doreen Rosenthal  Garry Thomson 《Higher Education》2010,60(2):235-249

The subjective well-being of a sample of 979 international students attending a large metropolitan university in Melbourne, Australia, was investigated. A person-focussed approach was used to determine whether different ways of adapting, based on patterns of well-being, could be discerned. Cluster analysis of responses on 21 measures identified three different patterns: positive and connected (58.8% of students), unconnected and stressed (34.4%), and distressed and risk-taking (6.7%). Tests of the concurrent validity of the typology were significant. Demographic factors were not particularly helpful in distinguishing among the three patterns of well-being. The results provide universities with knowledge pertinent to provision of appropriate international student support.  相似文献   

Photography     

Shirley Glubok  Paul Dickson  Garry Winogrand  Michael Emory  Donna-Lee Phillips  Lew Thomas 《Communication Booknotes Quarterly》2013,44(8):122-124

Photography Year: 1977 Edition (Alexandria, Va.: Time-Life Books, 1977—price not given)

Shirley Glubok's The Art of Photography (New York: Macmillan, 1977—$7.95)

Paul Dickson's Out of this World: American Space Photography (New York: Dell Books, Delta Special, 1977—E9.95, paper)

Garry Winogrand's Public Relations (New York: Museum of Modern Art, 1977—$9.95, paper)

Michael Emory's Windows (Chicago: Contemporary Books, 1977—$25.00)

Donna-Lee Phillips and Lew Thomas, eds. Eros and Photography: An Exploration of Sexual Imagery and Photographic Practice (Camerawork/NFS Press, P.O. Box 31040, San Francisco, Calif. 94131—$l0.95, paper)  相似文献   

The World Of Music     

R. Murray Schafer  Garry E. Clarke  Walter Herdeg  Northrop Moore  Thomas Busby 《Communication Booknotes Quarterly》2013,44(2):25-26

R. Murray Schafer's The Tuning of the World (New York: Knopf, 1977—$12.95)

Garry E. Clarke's Essays on American Music (Westport, Conn.: Greenwood Press, 1977—$16.95)

Walter Herdeg, ed. Graphis/Record Covers (New York: Hastings House, 1974—$21.50)

Northrop Moore's A Matter of Records (New York: Taplinger Publishing, 1977—$10.95)

Thomas Busby's A Grammar of Music (New York: Da Capo Press, 1976—$25.00)

Thomas Busby's A Musical Manual or Technical Directory (New York: Da Capo Press, 1976—$17.50)  相似文献   

Forging School–Scientist Partnerships: A Case of Easier Said than Done?     

Garry Falloon 《Journal of Science Education and Technology》2013,22(6):858-876

Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school–scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.  相似文献   

Parental perspectives of home-schooling of children with special educational needs and disabilities during the COVID-19 pandemic: a review     

Dagmara Dobosz  Marcin Gierczyk  Garry Hornby 《Journal of Research in Special Educational Needs》2023,23(1):3-11

The purpose of this paper is to review recent literature on parental perspectives of the impact of the COVID-19 pandemic on the home-schooling of children with special educational needs and disabilities, as well as to consider implications for their education and well-being. Eleven papers were reviewed, published between 2020 and 2021, selected according to a systematic protocol from three widely used online databases. Analysis of the reviewed papers found that transitioning to home-schooling during the pandemic had negative consequences for most of the children, as well as for their parents, though a small but significant number reported positive consequences. Three key areas of concern were identified in the analysis: balancing home-schooling with parent work activities; parent relationships with schools and support services and agencies and home-schooling effects on the well-being and mental health of parents and children.  相似文献   

稳步发展的“下半球”数字印刷业     

Garry Knespal 《桌面出版与设计》2010,(2):2-3

2009年11月下旬,作为中国政府邀请的嘉宾,我参加了在北京召开的“第二届中国服务贸易大会”。这一国际盛会旨在促进中国与相关服务贸易国家和地区的进一步信息交流和接触。在会议期间．我有幸与中国印刷科学技术研究所的管理团队进行了交流,并受到来自他们的热情接待。  相似文献   

Objections to Ostritsch’s argument in “The amoralist challenge to gaming and the gamer’s moral obligation”     

Garry Young 《Ethics and Information Technology》2017,19(3):209-219

This paper raises three objections to the argument presented by Ostritsch in The amoralist challenge to gaming and the gamer’s moral obligation, in which the amoralist’s mantra “it’s just a game” is viewed as an illegitimate rebuttal of all moral objections to (typically violent) video games. The first objection focuses on Ostritsch’s ‘strong sense’ of player enjoyment, which I argue is too crude, given the moral work it is meant to be doing. Next, I question the legitimacy of Ostritsch’s claim that certain video games are immoral. I examine what is involved in making this claim and what would be required for a normative position to be established: none of which is addressed by Ostritsch. Finally, I challenge the legitimacy of his claim that players are obliged not to play certain video games in certain ways (i.e., games endorsing immorality as ‘fun games’). I distinguish between immoral and suberogatory actions, arguing that the latter is in fact more applicable to cases Ostritsch has in mind, and that one is not obliged not to engage in these actions.  相似文献   

Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation     

Vetta Vratulis  Tony Clarke  Garry Hoban  Gaalen Erickson 《Teaching and Teacher Education》2011,27(8):1179-1188

The purpose of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation” (abbreviated from Slow Animation), as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. Primary data sources included field notes and semi-structured interviews. Findings revealed that the preservice teachers enjoyed using slowmation as learners during the on-campus part of their program, yet very few used it as a disruptive pedagogy when teaching during their extended practicum. Our study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.  相似文献   

Violent video games and morality: a meta-ethical approach     

Garry Young 《Ethics and Information Technology》2015,17(4):311-321

This paper considers what it is about violent video games that leads one reasonably minded person to declare “That is immoral” while another denies it. Three interpretations of video game content are discussed: reductionist, narrow, and broad. It is argued that a broad interpretation is required for a moral objection to be justified. It is further argued that understanding the meaning of moral utterances—like “x is immoral”—is important to an understanding of why there is a lack of moral consensus when it comes to the content of violent video games. Constructive ecumenical expressivism is presented as a means of explaining what it is that we are doing when we make moral pronouncements and why, when it comes to video game content, differing moral attitudes abound. Constructive ecumenical expressivism is also presented as a means of illuminating what would be required for moral consensus to be achieved.  相似文献