Understanding Reading Development - by Colin Harrison     

Vivienne  Smith 《British Journal of Educational Studies》2008,56(1):115-117

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Demanding RE: engaging research,scholarship and practice to promote learning     

Vivienne Baumfield 《British Journal of Religious Education》2008,30(1):1-2

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Teachers' Perspectives on Working with Children Experiencing Loss     

Bob Spall  & Grace Jordan 《Pastoral Care in Education》1999,17(3):3-7

This paper investigates one aspect of the teacher's role which is likely to cause stress and in many cases some personal grief. A significant number of teachers at some point in their career find themselves offering support to pupils who have experienced loss. Using a small-scale questionnaire, the writers investigate teachers' personal perspectives on this work. The results showed the personal distress that teachers can experience and the high self-expectations they are likely to have of themselves. The kind of support that the teachers felt they needed is described, as is the proactive work which teachers might undertake.  相似文献   

Headteachers in a New Context: integrated schools in Northern Ireland     

Valerie Morgan  Seamus Dunn  Grace Fraser  Ed Cairns 《Cambridge Journal of Education》1992,22(2):215-226

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An Exploratory Examination and Critique of Academic Law Librarian Blogs: A Look into an Evolving Reference Communication Practice     

Grace M. Jackson-Brown 《The Reference Librarian》2017,58(2):136-151

This study is an exploratory qualitative investigation of academic library blogs with the purpose of examining how the technology of blogging is evolving for reference and research purposes at particular academic law libraries. This study uses anthropological archive research methods to study the blogs’ posts and triangulates the study with librarian blogger interviews. It provides a look into possible future directions for blogging in academic law libraries that may serve as a model for other academic libraries.  相似文献   

The importance of European standards and a human rights-based approach in strengthening the implementation of sexuality education in Ireland     

Grace Wilentz 《Sex education》2016,16(4):439-445

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Institutional context matters: the professional development of academics as teachers in South African higher education     

Brenda Leibowitz  Vivienne Bozalek  Susan van Schalkwyk  Christine Winberg 《Higher Education》2015,69(2):315-330

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Retraction policies of top scientific journals ranked by impact factor     

David B. Resnik  Elizabeth Wager  Grace E. Kissling 《Journal of the Medical Library Association》2015,103(3):136-139

Objective

This study gathered information about the retraction policies of the top 200 scientific journals, ranked by impact factor.

Methods

Editors of the top 200 science journals for the year 2012 were contacted by email.

Results

One hundred forty-seven journals (74%) responded to a request for information. Of these, 95 (65%) had a retraction policy. Of journals with a retraction policy, 94% had a policy that allows the editors to retract articles without authors’ consent.

Conclusions

The majority of journals in this sample had a retraction policy, and almost all of them would retract an article without the authors’ permission.  相似文献   

Promoting effective e-learning practices through the constructivist pedagogy     

Jared Keengwe  Grace Onchwari  Joachim Agamba 《Education and Information Technologies》2014,19(4):887-898

Although rapid advances in technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space, technology has not been heavily infused in the activities of teaching and learning. This article examines the theory of constructivism as well as the design of e-learning activities using constructivist principles. The manner in which constructivist theory supports e-Learning is explored, and extrapolating from this pedagogical theory, some implications are provided to model effective practices of the characteristics and capacities of this powerful learning environment.  相似文献   

Dielectrophoretic manipulation of ribosomal RNA     

Giraud G  Pethig R  Schulze H  Henihan G  Terry JG  Menachery A  Ciani I  Corrigan D  Campbell CJ  Mount AR  Ghazal P  Walton AJ  Crain J  Bachmann TT 《Biomicrofluidics》2011,5(2):24116

The manipulation of ribosomal RNA (rRNA) extracted from E. coli cells by dielectrophoresis (DEP) has been demonstrated over the range of 3 kHz-50 MHz using interdigitated microelectrodes. Quantitative measurement using total internal reflection fluorescence microscopy of the time dependent collection indicated a positive DEP response characterized by a plateau between 3 kHz and 1 MHz followed by a decrease in response at higher frequencies. Negative DEP was observed above 9 MHz. The positive DEP response below 1 MHz is described by the Clausius-Mossotti model and corresponds to an induced dipole moment of 3300 D with a polarizability of 7.8×10(-32) F m(2). The negative DEP response above 9 MHz indicates that the rRNA molecules exhibit a net moment of -250 D, to give an effective permittivity value of 78.5 ε(0), close to that of the aqueous suspending medium, and a relatively small surface conductance value of ～0.1 nS. This suggests that our rRNA samples have a fairly open structure accessible to the surrounding water molecules, with counterions strongly bound to the charged phosphate groups in the rRNA backbone. These results are the first demonstration of DEP for fast capture and release of rRNA units, opening new opportunities for rRNA-based biosensing devices.  相似文献