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1.
2001年高校图书馆展望 总被引:2,自引:0,他引:2
本文从资金、馆舍/空间、馆藏及存取途径、人员四个主要方面思考了高校图书馆的前景;同时也研究了新技术与新载体的影响,认为变革对于2001年的高校图书馆来说,是一种必然的、有积极作用的力量。 相似文献
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Monica Silvia Tatoiu 《欧洲特需教育杂志》2013,28(3):236-245
ABSTRACT The purpose of this paper is to give a closer view of the realities in special education in Romania, as part of the general reform in the educational system. It outlines the most important features of the past that have led to the present problems which Romania has to face, and presents the main categories of disadvantaged children in the context of social protection guaranteed by the present laws. Where available, data with respect to the years 1991 to 1993 are given. 相似文献
4.
T. P. Gorman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):190-198
This article summarizes the findings of an NFER project which studied the roles, management and practices of LEA advisory services throughout England and Wales. The full report of the research (Stillman and Grant, 1988) will be published in January by NFER‐NELSON. 相似文献
5.
S J Muncer B S Gorman S Gorman D Bibel 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):5-10
Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers. 相似文献
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While scholars have increasingly engaged with the (micro)political and emotional experiences of coaches in professional and semi-professional football, little attention has been given to grass-roots coaches’ understandings of these issues. The aim of this paper is to outline one possible research agenda that could contribute to the development of a rich and increasingly nuanced understanding of the everyday realities of being a grass-roots football coach. In particular, we consider (volunteer) coaches’ participation in grass-roots football to be an inherently relational endeavour. Following the presentation of a creative fiction that is based upon our shared experiences of being grass-roots football coaches, we then illustrate how relational thinking might be productively applied to exploring the social, (micro)political and emotional features of grass-roots football coaching. 相似文献
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Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献
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Michelle Rowbotham Monica Cuskelly 《International Journal of Disability, Development & Education》2011,58(3):223-240
To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences. 相似文献
10.
Anne Arnesen Keith Smolkowski Terje Ogden Monica Melby-Lervåg 《Emotional and Behavioural Difficulties》2018,23(1):39-54
This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples. 相似文献