Being Analog: Creating Tomorrow’s Libraries: By Walt Crawford. Chicago: American Library Association, 1999. 245p. $28.00. ISBN 0–8389-0754–7.     

Stan A. Hannah   《The Journal of Academic Librarianship》1999,25(6)

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Isolation and aspiration: Deaf adults reflect on the educational legacy of special schooling     

Hannah Anglin-Jaffe 《British Educational Research Journal》2020,46(6):1468-1486

This small-scale, qualitative study invited deaf adults to reflect on their schooling and to consider the ways in which placement decisions impacted their educational opportunities, achievement and identity. It aimed to document the experiences of deaf adults who had attended special schools for deaf children and to elicit their thoughts on the current state of education for deaf children and their hopes for the future. The findings, based on the participants’ narratives, alluded to current debates about the growing numbers of young deaf children in mainstream schools and the impact of this trend on the changing nature of Deaf culture. They also explored a tension around the balancing of the need for deaf children to access Deaf culture and sign language, whilst maintaining the positive achievements of inclusive practice, including raised expectations, family and community belonging, and high academic achievement. This article advances a possible solution to this tension in the form of deaf-centric community hubs.  相似文献   

Polyelectrolyte multilayer surface functionalization of poly(dimethylsiloxane) (PDMS) for reduction of yeast cell adhesion in microfluidic devices     

Schmolke H  Demming S  Edlich A  Magdanz V  Büttgenbach S  Franco-Lara E  Krull R  Klages CP 《Biomicrofluidics》2010,4(4):44113

Polyelectrolyte multilayers (PEMs) based on the combinations poly(diallyldimethylammonium chloride)∕poly(acrylic acid) (PDADMAC∕PAA) and poly(allylamine hydrochloride)∕PAA (PAH∕PAA) were adsorbed on poly(dimethylsiloxane) (PDMS) and tested for nonspecific surface attachment of hydrophobic yeast cells using a parallel plate flow chamber. A custom-made graft copolymer containing poly(ethylene glycol) (PEG) side chains (PAA-g-PEG) was additionally adsorbed on the PEMs as a terminal layer. A suitable PEM modification effectively decreased the adhesion strength of Saccharomyces cerevisiae DSM 2155 to the channel walls. However, a further decrease in initial cell attachment and adhesion strength was observed after adsorption of PAA-g-PEG copolymer onto PEMs from aqueous solution. The results demonstrate that a facile layer-by-layer surface functionalization from aqueous solutions can be successfully applied to reduce cell adhesion strength of S. cerevisiae by at least two orders of magnitude compared to bare PDMS. Therefore, this method is potentially suitable to promote planktonic growth inside capped PDMS-based microfluidic devices if the PEM deposition is completed by a dynamic flow-through process.  相似文献   

Distance education in an era of eLearning: challenges and opportunities for a campus‐focused institution     

Hannah Forsyth  Jenny Pizzica  Ruth Laxton  Mary Jane Mahony 《高等教育研究与发展》2010,29(1):15-28

The growth of eLearning technologies has blurred the boundaries of educational modes to a point where distance education programs can be offered without drawing particular notice on campus. The experience of distance education staff working in campus‐focused universities and their perceptions of their chances of successfully planning and teaching by distance should inform evaluation of a university’s quality framework. In this case study, we report on the experience of distance educators at an Australian campus‐focused university. We identify organisational structure and culture as critical success factors for quality in distance education, with technology a, perhaps surprisingly, minor consideration. While the eLearning era has opened the door to a distance education cottage industry, eLearning strategy has failed to comprehensively prepare the way for the issues unique to distance education. The paper recommends that campus‐focused universities must protect their reputation by systematically assuring the quality of their (inevitable) distance offerings.  相似文献   

Teaching About Energy     

Aguiar  Orlando  Sevian  Hannah  El-Hani  Charbel N. 《Science & Education》2018,27(9-10):863-893

Science & Education - In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This...  相似文献   

Aerobic exercise and type a behaviour     

Lori A. Schmied  Hannah Steinberg  Tim Moss  Elizabeth A. Sykes 《Journal of sports sciences》2013,31(5):433-445

The Type A behaviour pattern is a well‐documented, if controversial, risk factor for coronary heart disease. Surprisingly, relatively little work has been reported on ways of modifying this behaviour pattern. Aerobic exercise, with its demonstrated benefits for both cardiovascular reactivity and psychological ‘well‐being’, is a promising treatment. The literature is reviewed and recommendations are made for practical applications and future research.  相似文献   

READING IN THE WAKE OF POSTCOLONIALITY: CONSTRUCTING "RACE" IN PUBLIC EDUCATION IN THE U.S. TERRITORY OF HAWAII     

Hannah M. Tavares 《Educational theory》2003,53(4):437-452

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Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort?     

Paul D. Umbach  Megan M. Palmer  George D. Kuh  Stephanie J. Hannah 《Research in higher education》2006,47(6):709-733

Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.  相似文献   

Social anxiety in learning: stages of change in a sample of UK undergraduates     

Phil Topham  Naomi Moller  Hannah Davies 《Journal of Further & Higher Education》2016,40(1):125-145

Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.  相似文献   

The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study     

Claire Donohoe  Keith Topping  Elizabeth Hannah 《教育心理学》2012,32(5):641-655

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14?years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

This article has been corrected with minor changes. These changes do not impact the academic content of the article.  相似文献