On the action of water on lead; read before the Royal Society of Edinburgh     

Theo F. Moss 《Journal of The Franklin Institute》1843,36(4):284-285

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The ability of the eye to compensate for poor visual conditions     

P.W. Cobb  F.K. Moss 《Journal of The Franklin Institute》1928,205(1):132-133

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The effect of dark surroundings upon vision     

P.W. Cobb  F.K. Moss 《Journal of The Franklin Institute》1928,206(6):827-840

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Adhesives and adhesion. True chemical compounds as adhesives: J. W. Bain and W. B. Lee (Proc. Royal Soc., A765)     

P.W. Cobb  F.K. Moss 《Journal of The Franklin Institute》1927,203(4):585-586

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Scientific Basis of Health Services     

Stasia Moss 《Health information and libraries journal》1996,13(1):59-61

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人类发展报道     

Jill Moss 《海外英语》2003,(1)

The United Nations Human Development Program has released its yearly study on the quality of life for people around the world. The U-N report was started in 1990 to measure the progress of nations based on the lives of their citizens.This year's report lists 173 countries. It is based on the length of time citizens are expected to live, their education level and the amount of money they earn. Norway was listed as the country providing the best  相似文献   

The Construction of Meaning from Text: possible effects of different reading strategies     

Jack A. Rowell  Peter D. Moss  Suzanne Pope 《教育心理学》1990,10(1):39-55

An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention.  相似文献   

Poor relations in the preschool family: the funding of playgroups 1     

Peter Moss  Julia Brophy  June Statham 《教育政策杂志》2013,28(5):471-491

Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups.

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Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts     

Debra K. Meyer  Julianne C. Turner 《Educational Psychology Review》2006,18(4):377-390

To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.

Debra K. MeyerEmail:

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On the blowpipe     

Theo H. Moss 《Journal of The Franklin Institute》1843,36(2):104-109

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