General education in a changing world   总被引：1，自引：0，他引：1  

Ernst Simon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):413-422

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The economy of science: The proper role of government in the growth of science     

Simon Rottenberg 《Minerva》1981,19(1):43-71

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Dystopia on the Health Superhighway     

Simon Davies 《The Information Society》1996,12(1):89-94

The emerging Information Superhighway is starting to induce visions of dystopia within the medical profession. In several countries, doctors have opposed plans for the establishment of national health data networks. In the most recent example, the Council of the British Medical Association threatened to boycott the government's national data strategy. This action followed the lead of Australian doctors, many of whom have consistently opposed a national wide-area network for health data. In common is the fear that this data linkage will erode medical independence, increase the power of government health authorities, and eliminate the confidentiality of medical information. Doctors have a duty of care to patients to protect confidentiality, and they say the emerging national networks compromise this responsibility. Here, I argue that the emerging health superhighways should either conform to strict privacy standards or they should be demolished.  相似文献   

Photographing Literacy Practices     

David Barton  Mary Hamilton  Roz Ivanic  Fiona Ormerod  Sarah Padmore  Simon Pardoe 《Changing English: An International Journal of English Teaching》1994,1(1):127-140

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Active Learning Time in Mixed Age Classes     

Simon Veenman  Piet Lem  Ben Winkelmolen 《Educational studies》1985,11(3):171-180

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回顾过去,展望未来澳大利亚国家档案馆电子文件管理30年     

Simon Davis  章燕华 《档案管理》2007,(6)

发动变革的引擎 30多年前,澳大利亚国家档案馆(下简称国家馆)首次接收移交进馆关于石油开发勘测中海底爆破的数量庞大的计算机文件.  相似文献   

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress,Burnout, and Teaching Efficacy     

Lisa Flook  Simon B. Goldberg  Laura Pinger  Katherine Bonus  Richard J. Davidson 《Mind, Brain, and Education》2013,7(3):182-195

Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.  相似文献   

The LINDSAY Virtual Human Project: An immersive approach to anatomy and physiology     

Janet K. Tworek  Heather A. Jamniczky  Christian Jacob  Benedikt Hallgrímsson  Bruce Wright 《Anatomical sciences education》2013,6(1):19-28

The increasing number of digital anatomy teaching software packages challenges anatomy educators on how to best integrate these tools for teaching and learning. Realistically, there exists a complex interplay of design, implementation, politics, and learning needs in the development and integration of software for education, each of which may be further amplified by the somewhat siloed roles of programmers, faculty, and students. LINDSAY Presenter is newly designed software that permits faculty and students to model and manipulate three‐dimensional anatomy presentations and images, while including embedded quizzes, links, and text‐based content. A validated tool measuring impact across pedagogy, resources, interactivity, freedom, granularity, and factors outside the immediate learning event was used in conjunction with observation, field notes, and focus groups to critically examine the impact of attitudes and perceptions of all stakeholders in the early implementation of LINDSAY Presenter before and after a three‐week trial period with the software. Results demonstrate that external, personal media usage, along with students' awareness of the need to apply anatomy to clinical professional situations drove expectations of LINDSAY Presenter. A focus on the software over learning, which can be expected during initial orientation, surprisingly remained after three weeks of use. The time‐intensive investment required to create learning content is a detractor from user‐generated content and may reflect the consumption nature of other forms of digital learning. Early excitement over new technologies needs to be tempered with clear understanding of what learning is afforded, and how these constructively support future application and integration into professional practice. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Reviews     

Alan Chalmers  Lloyd Ackert  Pnina Abir-Am  Maria Trochatos  Carolyn R. Miller  Nicolas Rasmussen  Roy Macleod  Ingo Brigandt  Lorna Barrow  Ian Maclean  Elof Axel Carlson  Susan E. Cozzens  Cindy Klestinec  Patricia O'Grady  Alison Bashford  Jim Endersby  Jonathan Simon  David Mercer  David Oldroyd  Suzanne Verderber  Peter Slezak  Rachel Cooper  Patricia Fara  Ravi Arvind Palat  Peder Anker  Bernhard Fritscher  David Branagan 《Metascience》2002,11(3):329-429

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The Ancestors of Modern Chemistry and Their Factitious Heirs     

Simon  Jonathan 《Metascience》2004,13(1):87-90

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