Telecommunication History     

Hans Queisser  James Chposky  Ted Leonsis  Douglas K. Smith  Robert C. Alexander  Robert Slater 《Communication Booknotes Quarterly》2013,44(5):68-69

THE CONQUEST OF THE MICROCHIP by Hans Queisser (Cambridge:Harvard University Press, 1988—$24.95, ISBN 0-674-16296-X)

BLUE MAGIC: THE PEOPLE, POWER AND POLITICS BEHIND THE IBM PERSONAL COMPUTER by James Chposky (CORRECT) and Ted Leonsis (New York: Facts on File, 1988—$19.95, ISBN 0-8160-1391-8)

FUMBLING THE FUTURE: HOW XEROX INVENTED, THEN IGNORED, THE FIRST PERSONAL COMPUTER by Douglas K. Smith and Robert C. Alexander (New York: Wm. Morrow, 1988—$18.95, ISBN 0-688-06959-2)

PORTRAITS IN SILICON by Robert Slater (Cambridge: MIT Press, 1987—$24.95, ISBN 0-262-19262-4)  相似文献   

Restorative justice in schools: a New Zealand example     

Janice Wearmouth  Rawiri Mckinney  Ted Glynn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):37-49

Background Many responses to students whose behaviour is considered unacceptable at school fail because they treat young people as isolated individuals and do not operate in the context of the community of people who know and care about them. In some parts of the world there is a move towards exploring how to support such students by moving away from retributive justice and the primacy of assigning blame and punishment to an alternative means of preventing, managing and controlling behaviour by establishing partnerships with students' home communities. One such approach is restorative justice.

Purpose To examine how the process of restorative justice can make a positive response to unacceptable behaviour.

Design and methods This paper draws together some of the literature associated with this approach, with a case example of restorative justice in action. It illustrates how community norms and values can help to encourage more socially appropriate behaviour. This example comes from a New Zealand Māori context and an intervention undertaken with ‘Wiremu’, a young man whose behaviour was of concern at home, in school and in the local neighbourhood.

Results The intervention operated through traditional Māori protocols to shift the focus away from those affected by Wiremu's actions, and from Wiremu himself, on to the whole community in order to focus on ‘putting things right’ between all those involved in the wrongdoing. It shows how traditional community conflict resolution processes were able to address and resolve tension, make justice visible and more productive, and support the restoration of harmony between Wiremu, those upset by his wrong-doing and the collective.

Conclusions Introducing restorative practices in schools is not straightforward. It requires considerable forethought and prior planning, negotiation and deliberation. Restorative justice requires that schools do not own or completely control the process, but have to learn to be responsive to families and local voluntary community groups who are, potentially, important sources of additional support for schools in addressing student behaviour that is seen as problematic.  相似文献   

Personal and Social Education and Race     

Ted Goodhew 《Pastoral Care in Education》2013,31(3):172-178

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Non-Reactive Measurement of Orientation toward the Natural Environment     

Ted J. Born  Nelson E. Wieters 《The Journal of environmental education》2013,44(1):41-43

Little is known about the evaluation practices of environmental educators. Questionnaires and discussion groups with a convenience sample of UK-based practitioners were used to uncover their evaluation methods. Although many report that they are evaluating regularly, this is mainly monitoring numbers of participants or an assessment of enjoyment. There may be a difference between practitioners’ and evaluation experts’ understandings of what constitutes evaluation, with many practitioners appearing to see “data collection” and “evaluation” as synonymous. In addition, evaluators would not consider many of the methods used for data collection appropriate. More robust methods for collecting data and longer-term evaluations are often impractical for environmental educators to conduct themselves, and mechanisms are suggested for improving interaction between practitioners, researchers, and evaluators, which could enhance evaluation practice.  相似文献   

Finding the optimal guidance for enhancing anchored instruction     

Janet Mannheimer Zydney  Arne Bathke  Ted S. Hasselbring 《Interactive Learning Environments》2013,21(5):668-683

This study investigated the effect of different methods of guidance with anchored instruction on students' mathematical problem-solving performance. The purpose of this research was to iteratively design a learning environment to find the optimal level of guidance. Two iterations of the software were compared. The first iteration used explicit instruction upfront followed by practice problems, and the second iteration provided structured problem-solving guidance as needed to solve the problems within the software. Pilot testing was conducted with 32 fifth-grade students from two inclusive classrooms observed a year apart within a small Midwestern, urban school. A parametric analysis of covariance was used to compare the problem-solving performance of the students who used the two different iterations. Enhancing anchored instruction with structured problem-solving guidance on an as-needed basis significantly improved students' problem-solving performance on conceptually easy problems, but not for more complex problems. The implications of this research illustrate the importance of iteratively designing and developing learning environments to take into consideration the needs of a particular situation.  相似文献   

From Campus to Capitol: The Role of Government Relations in Higher Education     

Ted Tapper 《Perspectives: Policy and Practice in Higher Education》2013,17(4):136-137

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The Dearing Report: Ten Years On     

Ted Tapper 《Perspectives: Policy and Practice in Higher Education》2013,17(2):67-68

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Amazon: Love Them? Hate Them? Let’s Follow the Money     

Ted Treanor 《Publishing Research Quarterly》2010,26(2):119-128

What is Amazon up to and why? Amazon reported $24 billion in annual revenue, from their 2009 year-end financial results. The Media/book category delivered $5.96 billion, or 1/4 of their total revenue. That’s considerably more than any of the largest companies in the traditional print or digital book business. Barnes and Noble/B Dalton collected $4.52 billion (2008), while Borders/Waldenbooks combined revenue was $3.11 billion (2008). Amazon’s book revenue steadily increases, while Borders and Barnes and Nobel continue to decrease. What strategies and values are fueling this growth? What is their vision and where have they put their money? Amazon has a demonstrated history of consistent behavior since their start-up in 1995, with big visions, long-term strategies, dedicated to streamlining, surgically eliminating costs, prolific innovations, strategic investments, and an obsession over the customer. We’ll track Amazon’s M&A investments in book publishing and digital to see exactly what they are doing to learn where they may be going. It is wise to stay current on one of the most influential companies in the world.  相似文献   

Antecedent Control of Behaviour in Educational Contexts     

Ted Glynn 《教育心理学》1982,2(3-4):215-229

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The Differential Effects of Sequence of Training in Counselor-Responsive and Counselor-Initiated Conditions     

Robert R. Carkhuff  Ted Friel  Dan Kratochvil 《Counselor Education & Supervision》1970,9(2):106-109

In counterbalanced order trainees of two groups were trained on dimensions as follows: Group A: (a) counselor-responsive dimensions, (b) counselor-initiated dimensions; Group B: (a) counselor-initiated dimensions, (b) counselor-responsive dimensions. Pre-, mid-, and post-testing indicated that both programs were effective in demonstrating changes in communication and discrimination of both counselor-responsive and counselor-initiated dimensions. The counselor-responsive—counselor-initiated (R-I) sequence effected the greatest changes in the counselor-responsive dimensions in the briefest period of time while not being significantly different from the level of functioning of the counselor-initiated—counselor-responsive (I-R) group on the counselor-initiated dimensions.  相似文献