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Craig Evans Passley 《资料收集管理》2013,38(4):267-300
In the pursuit of new and actionable knowledge, the author conducted fieldwork in New Orleans four years following Hurricane Katrina. Since archival staff and restorers can be involved in moderate to major catastrophic disasters in archival institutions, differences in priorities between archival staff and restorers provide insight into each group's procedural preferences for ranking training topics. When 185 archival staff and 52 restorer respondents ranked training topics for importance, statistically significant differences were exhibited in five out of twenty-one training topics (α = .05). Since both groups have different job-specific skills, there exist reasons for differences in training topic rankings. 相似文献
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Robert T. Craig 《Communication quarterly》2013,61(3):178-187
If conversation is a practical art, then a discipline that studies conversation should “assume the full burden of the critic. “In an effort to clarify and extend this notion, the present essay offers a tentative account of the methodological requirements of practical criticism, and examines six research studies representing various methodological approaches from that perspective. The critique suggests both the unique contributions of each method and the necessity for intense interaction among methods within the framework of a critical discipline. 相似文献
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Craig Hadden 《Community College Journal of Research & Practice》2013,37(10):823-838
Despite the efforts of the past decade to prepare students for the rigors of college course work, higher education continues to find that a high percentage of students need varying degrees of remediation to help them succeed in college courses. Most, if not all, community colleges conduct placement testing to assess student skills in reading, writing, and mathematics and sometimes for study skills and learning styles. However, the dilemma arises concerning the appropriate action to take once underprepared students are identified - requiring mandatory placement in developmental classes or allowing them the right to fail. In Colorado, placement testing is mandatory, but students have the right to waive placement into developmental courses. The overarching dilemma involving mandatory placement rests at the heart of what community colleges pride themselves on most - the egalitarian position of open access and the effort to provide all students with the highest quality of education. This dilemma raises ethical issues as well as exposes a number of ironies, which this article explores: access versus success, course prerequisites for college-level courses, the junior-level writing requirement at the University of Colorado-Boulder, performance indicators in Colorado, a rising junior exam, self-esteem, the right to fail, egalitarianism, and context. 相似文献
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