Reading and the World of LINC     

Nick Peim 《English in Education》1992,26(3):36-39

  相似文献   

Meeting Reports     

Nick Smith 《Health information and libraries journal》1988,5(4):252-253

  相似文献   

Exploring important issues through keypal connections:     

Nick Eastmond  Olivia Lester 《TechTrends》2001,45(6):15-21

  相似文献   

A teaching skills workshop on video feedback in Western India     

Dr. Bradley W. Parlin  Dr. Nick Eastmond  Dr. Prabhakar Karmarkar 《Educational technology research and development : ETR & D》1991,39(2):105-110

For the past five years he has specialized in the sociology of water resources usage in the Indian subcontinent.  相似文献   

Planning, teaching and assessing the curriculum for pupils with learning difficulties: curriculum guidelines to support the revised National Curriculum     

Ian Colwill  & Nick Peacey 《British Journal of Special Education》2001,28(3):120-122

In this article, Ian Colwill and Nick Peacey provide an authoritative commentary on the publication of QCA's guidelines on developing the curriculum for pupils with learning difficulties. They link these guidelines to the recent review of the National Curriculum and identify some of the key contributions these guidelines can make to planning, teaching and assessment. The authors conclude by raising some challenging issues for future practice and enquiry.
Ian Colwill and Nick Peacey were both principal managers at QCA with responsibility for Curriculum Co-ordination and Support and Equal Opportunities and Access respectively. They co-chaired the Steering Group for the curriculum guidelines project. Ian Colwill supervised the production of the booklets and the website.  相似文献   

Engineering a multi-purpose test collection for Web retrieval experiments   总被引：1，自引：0，他引：1  

Peter Bailey  Nick Craswell  David Hawking   《Information processing & management》2003,39(6):853-871

Past research into text retrieval methods for the Web has been restricted by the lack of a test collection capable of supporting experiments which are both realistic and reproducible. The 1.69 million document WT10g collection is proposed as a multi-purpose testbed for experiments with these attributes, in distributed IR, hyperlink algorithms and conventional ad hoc retrieval.WT10g was constructed by selecting from a superset of documents in such a way that desirable corpus properties were preserved or optimised. These properties include: a high degree of inter-server connectivity, integrity of server holdings, inclusion of documents related to a very wide spread of likely queries, and a realistic distribution of server holding sizes. We confirm that WT10g contains exploitable link information using a site (homepage) finding experiment. Our results show that, on this task, Okapi BM25 works better on propagated link anchor text than on full text.WT10g was used in TREC-9 and TREC-2000 and both topic relevance and homepage finding queries and judgments are available.  相似文献   

An application of the knowledge management maturity model: the case of credit unions     

Alexander?SerenkoEmail author  Nick?Bontis  Emily?Hull 《知识管理研究与实践》2016,14(3):338-352

The purpose of this study is to investigate the level of knowledge management (KM) maturity of credit unions. The application of a maturity model to 15 credit unions in North America revealed that an overall level of KM maturity is at an early stage of development, but there are signs of future improvement. Credit unions operate in a highly competitive, knowledge-intensive financial industry and experience various pressures to increase their efficiency, which they can achieve through the implementation of KM solutions. Despite the absence of official KM strategies, KM projects were introduced locally in order to fill particular knowledge gaps. The availability of IT infrastructure and the implementation of KM-related technologies alone are insufficient to ensure universal success of organizational KM activities. Credit union managers periodically access and use academic research in their decision making. At the same time, they prefer accessing scholarly knowledge in translated form from books, practitioner magazines, and consultants. It was concluded that organizations competing in the knowledge-intensive sector have an inner need for KM solutions.  相似文献   

Comparing teacher roles in Denmark and England     

Peter Kelly  Hans Dorf  Nick Pratt  Ulrike Hohmann 《Compare》2014,44(4):566-586

This article reports the findings of a comparative study of teaching in Denmark and England. Its broader aim is to help develop an approach for comparing pedagogy. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions these prompted. These were clustered using the lens of Bernstein’s pedagogic discourse to construct teacher roles, which provided a view of pedagogy. Through this approach we have begun to identify variations in pedagogy across two countries. All teachers in this study adopted a variety of roles. Of significance was the ease with which competent English teachers moved between roles. The English teachers observed adopted roles consistent with a wider techno-rationalist discourse. There was a greater subject emphasis by Danish teachers, whose work was set predominantly within a democratic humanist discourse, whilst the English teachers placed a greater emphasis on applied skills.  相似文献   

Towards a unified understanding of relative age effects     

Nick Wattie  Stephen Cobley  Joseph Baker 《Journal of sports sciences》2013,31(13):1403-1409

Abstract

When athletes are placed into annual age groups to organize and coordinate sport participation, certain (dis)advantages occur as a result of the subtle age differences within these groups. These differences, termed “relative age effects”, have been consistently related to youth and adult sport attainment. However, there has been a lack of consistency in the terminology used in this area of research. In this paper, we consider the operational terms used in relative age research, discuss appropriate applications of terminology, and suggest directions for future research. Importantly, we argue for a unified understanding of what “relative age” means, stressing the need for clarity in directing future advances in the field.  相似文献   

Academic dissatisfaction,managerial change and neo-liberalism     

Nick Fredman  James Doughney 《Higher Education》2012,64(1):41-58

This paper examines perceptions by academics of their work in the Australian state of Victoria, and places such perceptions within the context of international and Australian debates on the academic profession. A 2010 survey conducted by the National Tertiary Education Union in Victoria was analysed in light of the literature on academic work satisfaction and on corporatised managerial practice (“managerialism”). The analysis is also placed in the context of neo-liberalism, defined as a more marketised provision combined with increased pro-market state regulation. Factor analysis was used to reduce 18 items we hypothesised as drivers of work satisfaction to four factors: managerial culture, workloads, work status and self-perceived productivity. Regression models show the relative effects of these factors on two items measuring work satisfaction. This analysis is complemented by discursive analysis of open-ended responses. We found that satisfaction among academics was low and decreasing compared to a previous survey, and that management culture was the most important driver. Concern with workloads also drove dissatisfaction, although academics seem happy to be more productive if they have control over their work and develop in their jobs. Work status had little effect. In the open-ended responses the more dissatisfied academics tended to contrast a marketised present to a collegial past. While respondents seem to conflate all recent managerial change with marketisation, we pose a crucial question: whether the need for more professional management needs to be congruent with marketising policy directions.  相似文献