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71.
72.
A. Phillips Griffiths 《Higher Education Quarterly》1991,45(4):333-345
The plans of the New Universities for the Humanities had little in common: indeed Warwick was distinguished by having no plan at all, only a very few general guidelines. The success of developments in the Humanities at Warwick and the other New Universities is adumbrated, and it is pointed out that this could not have been due to any prior blueprints. Rather, the open and liberal atmosphere of their foundation and the commitment to that attitude of their founding staff is claimed to be the explanation. While today the circumstances of their foundation could not be reproduced, in spite of present difficulties the distinctive and still vital spirit of the New Universities should be cherished. 相似文献
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Yvonne Griffiths 《通化师范学院学报》2005,(12):27-32
The teaching of English as a foreign language （TEFL） experienced a major methodological shift in the1970s and 80s, with a move away from the Grammar-Translation （G-T） and Audio-lingual Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching （CLT） and other humanistic approaches. 相似文献
75.
The reading test performances of 60 hearing and 60 hearing-impaired children of similar measured reading ages on the Southgate reading test were analysed. As in an earlier study using the Brimer Wide-span test it was shown that the performances of the two groups were quite different. Deaf children tackled significantly more test items than the hearing and made significantly more errors in achieving similar reading scores. A detailed examination of both correct and incorrect answers showed that the deaf children were not simply providing answers to questions at random. Even where they produced incorrect responses they tended, as a group, to select the same answer. Unlike the hearing group, who did not converge on the same incorrect solution to difficult test items, the deaf were systematic in their choices, indicating that they were using a consistent strategy. A post hoc examination of individual test items indicated that the deaf children were selecting answers on the basis of word associations in each test item. On some items these produced a correct response, on others the same (incorrect) response. The implications of these findings are discussed to argue that reading tests based on hearing norms are of little value in the assessment of reading abilities and reading problems in hearing-impaired children. 相似文献
76.
The performances of 120 children – 60 hearing and 60 hearing-impaired – on the Brimer Wide-span Reading Test were compared. These children fell into three groups of 40 (20 hearing-impaired, 20 hearing) and were matched for reading ages at 7:0-7:10, 8:0-8:10 and 9:0-9:10 years respectively. Their reading test performances were analysed in detail to reveal marked differences both in frequency of errors and error types between the deaf and hearing children at all reading ages. The hearing-impaired children attempted significantly more test items than the hearing children of matched reading age. They made more errors and significantly more of their errors were classified as‘non-linguistic’in nature. The implications of these results both for the nature of reading processes in the hearing-impaired and the value of tests in measuring their reading abilities are discussed. 相似文献
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78.
Part I of this paper introduced a procedure for assessing the questions set in University mathematics examinations to see what skills were needed for their solution. This part of the paper discusses the results obtained when the procedure was applied to a sample of some 1400 questions set during 1976 in ten British Universities. Although there is an unavoidable subjective element, the method is a way of focussing rational argument. 相似文献
79.
The central concern of this paper is to address the question, “Is it more dangerous to be a woman journalist when reporting conflict”. Beck states “risk is the anticipation of the catastrophe—so it is existent and non-existent”. Is the contention that female journalists are more at risk, knowledge, or a construction of knowledge? Are editors and journalists who decide that women are more at risk merely anticipating a catastrophe? There is no certainty, of course, that women are more at risk, but the fear that they might be can prevent them from being sent to cover conflict, or force them to decide not to go to dangerous places. Certainly, an improvised explosive device or rocket fire does not distinguish between sexes. In many situations being female actually helps women journalist in conflict zones. In this paper we present findings from a survey of journalists who work in conflict zones and ask whether it is the job or the gender which is the most dangerous? 相似文献
80.