Book reviews     

Verne A. Stadtman  Boris Ford  Robert Berdahl  John D. Turner  Irving J. Spitzberg  Sylvia Shimmin  M. L. Shattock  Denis E. Ince  Michalina Vaughan  Keith Soothill  M. North  Paul Fordham  Charlotte Shea  M. G. de St. V. Atkins  Walter Little  S. Williams  J. M. M. Ritzen  Murray Aitkin  G. MacGregor-Reid  Colin Lyas  A. M. Ross  P. G. Altbach  Margaret C. Ives 《Higher Education》1980,9(1):105-125

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Starting from the grassroots     

Eleanor Duckworth  Denis Cassivi 《The Urban Review》1974,7(1):60-63

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Benefits of sign language interpreting and text alternatives for deaf students' classroom learning     

Marschark M  Leigh G  Sapere P  Burnham D  Convertino C  Stinson M  Knoors H  Vervloed MP  Noble W 《Journal of deaf studies and deaf education》2006,11(4):421-437

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students in all conditions was significantly below that of hearing peers who saw lectures without any support services. Experiment 2 compared interpreting and two forms of real-time text, C-Print and Communication Access Real-Time Translation, at immediate testing and after a 1-week delay (with study notes). No significant differences among support services were obtained at either testing. Experiment 3 also failed to reveal significant effects at immediate or delayed testing in a comparison of real-time text, direct (signed) instruction, and both. Experiment 4 found no significant differences between interpreting and interpreting plus real-time text on the learning of either new words or the content of television programs. Alternative accounts of the observed pattern of results are considered, but it is concluded that neither sign language interpreting nor real-time text have any inherent, generalized advantage over the other in supporting deaf students in secondary or postsecondary settings. Providing deaf students with both services simultaneously does not appear to provide any generalized benefit, at least for the kinds of materials utilized here.  相似文献   

Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors     

Kristen Swan Tummeltshammer  Denis Mareschal  Natasha Z. Kirkham 《Child development》2014,85(5):1981-1994

With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6‐ and 8‐month‐olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue–reward relation. While 8‐month‐olds showed evidence of increasingly selective attention toward the predictive cues, even when the distractors were highly salient, 6‐month‐olds shifted attention toward the predictive cues only when the distractors were equally (not more) engaging. These experiments suggest that attention in infancy is highly dependent on the relative weightings of predictiveness and visual salience, which may differ across development and context.  相似文献   

Flexible and context-dependent categorization by eighteen-month-olds     

Mareschal D  Tan SH 《Child development》2007,78(1):19-37

One hundred 18-month-olds were tested using sequential touching and following 4 different priming contexts using sets of toys that could be simultaneously categorized at either the basic or global level. An exact expression of the expected mean sequence length for arbitrary categories was derived as a function of the number of touches made, and a finite mixture model analytic method was also used to explore individual variability in categorization. Toddlers could categorize flexibly and spontaneously selected the level of categorization as a function of the prior prime. Perceptual Variability emerged as a predictor of the level at which infants subsequently categorized. The infants were also able to classify objects as members of both basic- and global-level categories simultaneously.  相似文献   

Poetry – Primary School Pupils’ Knowledge and Attitudes with Specific Reference to Year 5     

Geoff Fenwick  Denis Burns 《Literacy》1997,31(3):60-63

It is probably true to say that poetry for children is still a fairly neglected area of study. There have been very few studies which have attempted to ascertain what primary pupils prefer in poetry. Such information is vital if teachers are to build upon their pupils’ tastes and experiences. Geoff Fenwick and Denis Burns here discuss the results of a small scale look at children’s poetry preferences. They raise several points which will be of interest to primary teachers interested in using poetry with their classes.  相似文献   

Gold coated optical fibers as three-dimensional electrodes for microfluidic enzymatic biofuel cells: Toward geometrically enhanced performance     

Denis Desma?le  Louis Renaud  Sophie Tingry 《Biomicrofluidics》2015,9(4)

For the first time, we report on the preliminary evaluation of gold coated optical fibers (GCOFs) as three-dimensional (3D) electrodes for a membraneless glucose/O₂ enzymatic biofuel cell. Two off-the-shelf 125 μm diameter GCOFs were integrated into a 3D microfluidic chip fabricated via rapid prototyping. Using soluble enzymes and a 10 mM glucose solution flowing at an average velocity of 16 mm s⁻¹ along 3 mm long GCOFs, the maximum power density reached 30.0 ± 0.1 μW cm⁻² at a current density of 160.6 ± 0.3 μA cm⁻². Bundles composed of multiple GCOFs could further enhance these first results while serving as substrates for enzyme immobilization.  相似文献   

Quality of religious education in Croatia assessed from teachers’ perspective     

Denis Barić  Josip Burušić 《British Journal of Religious Education》2015,37(3):293-310

The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective. Religious education teachers (N?=?226) rated the impact of certain factors on the existing quality of religious education in primary schools and expressed their expectations about the future status of this aspect of education. In addition, teachers rated different sources of their professional satisfaction as religious education teachers. We identified understandable latent dimensions of teachers’ opinions, expectations and satisfaction where retained dimensions are modestly interrelated. The conducted regression analyses suggest that teachers with different professional status-related personal attributes are fairly uniform in their views, expectations and satisfactions. An interesting finding of this study concerns the relationship between school-based Catholic religious education and the parish-based catechesis, where an existing relationship represents a weak source of religious education teachers’ satisfaction. This represents a valuable empirically driven insight regarding the Catholic religious education in Croatian schools with some importance to the broader context of religious education in general.  相似文献   

Modernizing schooling through performance management: a critical appraisal     

Denis Gleeson  Chris Husbands 《教育政策杂志》2013,28(5):499-511

This paper examines the ways in which a culture of performance has impacted on schooling in the English setting and draws parallels with other post‐industrializing nations. There is a growing awareness amongst researchers and practitioners that improving the quality of teaching and learning through performance management is not working. In education policy terms the UK Government has made much of the importance of modernizing the teaching profession in raising levels of achievement, attainment, and success in schools and colleges. The proposed trade‐off for teachers is improved pay for improved standards. Advocates of such reform point to the benefits derived from greater devolution of market principles to frontline professionals which, it is argued, enhance performance, remuneration, and motivation (Barber 2001). Critics, on the other hand, have criticized the deprofessionalizing tendency of tying performance management to government targets, which fail to connect with the contextual realities of teaching and learning in the classroom or education workplace (Elliott 2001, Merson 2001). Recently such criticism was rejected by the (then) Secretary of State for Education as cynicism. ‘In education it is those who offer cynicism in the guise of experience who can drive young teachers to look for other careers. We shall always try to combat cynicism wherever it threatens progress on standards’ (Morris 2001: 9). This paper seeks to avoid such inference by arguing for greater authenticity in the way education practice might drive, rather than being driven by, the policy and performance agenda.  相似文献   

C S Smith’s development of a viewpoint     

Denis Weaire  Ken Brakke 《Resonance》2006,11(6):31-41

Cyril Smith’s distinguished career in industrial metallurgy was wonderfully transformed into his masterful engagement with the history of science and technology. These two phases were bridged by a piece of research that particularly pleased him, as epitomising his general ideas of form and organisation. It was based on his conception of the 2D soap froth as a prototype for metallic grain growth (and much else). He rightly sensed that it would be an enduring source of understanding of some of the complex effects that he so admired in materials.  相似文献