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W B Condon 《Bulletin of the Medical Library Association》1967,55(1):52-54
Speculative expression has been given to the idea that physicians should prove their continuing education by periodic examinations. With this thought in mind, it was decided that the Denver Medical Society Library should be continued and supported for at least ten years and, that at the end of this time, the entire situation would be re-evaluated in connection with the changing trends in medicine. 相似文献
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A few studies have shown more central auditory processing deficits in children with attention-deficit/hyperactivity disorder (ADHD) than in nondisabled children. Because these studies failed to screen participants with ADHD for learning disabilities (LD), it is not clear whether these deficits are correlates of ADHD or LD or both. In the present study, the central auditory processing ability of children with ADHD, ADHD with LD, and no disabilities was examined. Results indicated lower central auditory processing ability, and significant correlations between reading and ADHD symptoms and reading and central auditory processing ability in the ADHD with LD group compared with the other two groups. These findings suggest that central auditory processing deficits are more likely to be associated with LD than ADHD. 相似文献
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Anthony Condon 《国际体育史杂志》2018,35(5):411-430
AbstractThe first international tour by an Australian sports team was the 1868 tour of England undertaken by a group of Aboriginal cricketers. In the following 148 years there have been many histories of the tour written. This paper undertakes a historiographical examination of the tour, contextualizing the writings and their place in Australian society. In doing so, it uncovers the phases of reporting, forgetting, rediscovery, exploiting, ambivalent times, and self-determination that representations of the tour go through. It is argued that these phases provide an analogy for the positioning of Indigenous people and Indigenous history in Australian society. 相似文献
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William Condon 《Assessing Writing》2009,14(3):141-156
Establishing the score or the placement as the first priority in a writing assessment leads to more reductive forms of writing assessment. However, if the prompts used in a direct test of writing were generative – that is, if they asked test-takers to analyze their own experiences as writers or learners, for example – the resulting texts would be useful data beyond the act of producing a ranking or a judgment. Washington State University developed and trialled such a prompt, one that asks students to reflect on their curricular and extra-curricular learning opportunities in relation to the university's Six Learning Goals for the Baccalaureate. The results were texts that demonstrate, among other things, which goals are (and are not) effectively distributed across the curriculum. Using these texts to address outcomes assessment on a university-wide level makes the assessment more valuable than it would be if it merely produced a set of placements. In addition, the richness of the student texts has provided a valuable resource for graduate-level research that is broader and more meaningful than simply training future raters of writing. Further, the raw data have proved to be accessible to researchers with wide-ranging theoretical lenses, meaning that the data yielded by an assessment can become a significant resource for research beyond the needs of the assessment program alone. Given the need for university assessment programs to compete for ever-scarcer resources, exploring the potential of the generative prompt seems in our enlightened self-interest. 相似文献