Review: Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History.     

Fred Kemp 《Technical Communication Quarterly》1997,6(4):424-426

  相似文献   

Building a Foundation for Collection Management Decisions     

Leigh Ann DePope  Rebecca Kemp  Mark Hemhauser  Diana Reid 《期刊图书馆员》2014,66(1-4):220-226

Salisbury University and the University of Maryland, College Park, both undertook projects to evaluate the effectiveness of EBSCO Information Service’s EBSCONET® Usage Consolidation product and the usefulness of the extracted data for collection development decisions. The goals of implementation were to centralize the collection and analysis of e-resource usage data and to allow collection management librarians easy access to usage and cost per use data to aid in their decision making. The presenters discussed how staff at each institution populated Usage Consolidation and presented usage reports to collection managers; how collection managers responded to the data; and how they used the data to inform collection management decisions.  相似文献   

The Spelling of Vowels Is Influenced by Australian and British English Dialect Differences     

Nenagh Kemp 《Scientific Studies of Reading》2013,17(1):53-72

Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is spelled i or e and pronounced /I/ or /?/. Participants often (mis)spelled these vowel sounds as they pronounced them. When vowels were pronounced similarly in both dialects (e.g., comic, with /I/; fossil, with /?/), British and Australian writers wrote the correct spelling similarly often. For vowels pronounced as /I/ in British English but /?/ in Australian English and spelled with i (e.g., muffin), British writers correctly wrote i significantly more than Australian writers. For vowels with this same pronunciation pattern but spelled instead with e(e.g., rocket), Australian writers correctly wrote e significantly more often than British writers. Dialect-related phonological differences influenced the spelling of both beginning and skilled spellers across both familiar and unfamiliar words.  相似文献   

Changes in the stature,body mass and age of English professional rugby players: A 10-year review     

Colin W. Fuller  Aileen E. Taylor  John H. M. Brooks  Simon P. T. Kemp 《Journal of sports sciences》2013,31(7):795-802

Abstract

The aim of the study was to evaluate changes in the stature, body mass, age and number of players by playing position in the first team squads of English Premiership rugby union teams from 2002 to 2011. Medical personnel at each club reported the individual data for every first team squad player. The average annual number of players included in the study was 485.2 players per season (standard deviation: 58.0). The mean stature of players in all positions increased in the period 2002 to 2011 but statistically significant trends (P < 0.01) were only observed at fly half and prop. While the mean body mass of players increased in most positions only fly half and back row players showed statistically significant (P < 0.01) upward trends. Apart from second row forwards, the average age of players in all positions decreased but this trend was only significant (P < 0.01) at prop. The numbers of registered players in every position increased but these trends were only significant (P < 0.01) at prop. English Premiership professional rugby players are generally getting taller, heavier and younger but statistically significant changes were limited to fly halves (taller and heavier), props (taller and younger) and back row forwards (heavier).  相似文献   

Exploring the research culture in the health information management profession in Australia     

Trixie Kemp  Lara Finlayson  Jaclyn Chan  Gavin Lackey  Dwayne Richards  Cassandra Rupnik  Heather White  Kerryn Butler‐Henderson  Sarah Low 《Health information and libraries journal》2020,37(1):60-69

  相似文献   

The place of forest school within English primary schools: senior leader perspectives     

Nicola Kemp  Alan Pagden 《Education 3-13》2019,47(4):490-502

Focussing on the place of Forest School in English primary schools, we explore the perspectives of school leaders. We use Biesta's model of educational purpose as a critical lens to consider possible justifications for the inclusion of Forest School in the curriculum. Four distinct accounts, based on an analysis of in-depth interviews, illustrate a range of participant responses: risk, intervention, respite and the right thing. One of these, we contend, represents a tentative step towards a form of resistance on the part of a school leader in the face of current pressures to follow a diminished set of educational purposes.  相似文献   

Training for instructional design. Learning I. D. through the I. D. process     

Jerrold E. Kemp 《Performance Improvement》1986,25(2):6-9

  相似文献   

Metaphor as a Tool for Evaluation     

Elizabeth Kemp 《Assessment & Evaluation in Higher Education》1999,24(1):81-89

This paper analyses the use of metaphor as a tool for evaluation through the case study of a cohort of students on the first year of a Diploma in Social Work/Diploma in Higher Education, a professional social work training programme. It concludes that such a use can generate energy and images containing clear messages which are less constrained than those which arise from some more traditional evaluative techniques. The considerable restraints imposed on the use of metaphor in the case study are evaluated. Several suggestions are made for developing its use into personal and academic assessment and into group and individual supervision.  相似文献   

The best children's book I read during the last year     

Penelope Farmer  Brian Alderson  Leon Garfield  Catherine Fowler  Kaye Webb  Rosemary Manning  Gene Kemp  Eileen Colwell 《Children‘s Literature in Education》1973,4(2-3):37-48

  相似文献   

The biomedical doctorate in the contemporary university: education or training and why it matters     

Matthew W. Kemp  John P. Newnham  Elaine Chapman 《Higher Education》2012,63(5):631-644

The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society. Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’; a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly, to our society as a whole.  相似文献