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J. Rufus Fears 《Academic Questions》1989,2(3):27-32
J. Rufus Fears is professor of classics, chairman of the Department of Classical Studies, and associate dean of the College
of Liberal Arts at Boston University, Boston, MA 02215. He is also director of the Boston University Humanities Foundation. 相似文献
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Pippa Craig Jill Gordon Rufus Clarke Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551
This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds. 相似文献
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Rufus P. Turner's The Illustrated Dictionary of Electronics (Blue Ridge Summit, Pa.: TAB Books, 1980---$19.95/14.95) Sam Fedida and Rex Malik's The Viewdata Revolution (New York: John Wiley, 1980--- $34.95) The latest from the Harvard Program on Information Resources Policy (200 Aiken, Harvard University, Cambridge, Mass. 02138) 相似文献
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The results of a community college's efforts to develop a range of educational services for the aging are presented. Cultural, educational, and recreational activities provided within a college setting and through a network of neighborhood centers are described, as well as continuing education and in‐service training programs for persons who work with the elderly. The processes and problems involved in planning, organizing, and administering such a comprehensive program for the elderly in an educational institution are described and discussed. The authors attempt to demonstrate that a wide range of opportunities exists for colleges and universities in most localities to develop a variety of services that can enhance the quality of life of the elderly. Their central message is that it is possible to accomplish a lot with quite limited resources if available resources are used well. A variety of educational services to a large number of older persons and to people who work with them was generated by a small initial grant. This grant enabled the college not only to begin to identify the educational needs of the elderly in a particular locality but also to locate a wide range of available resources (money, people, facilities) that could be used immediately to provide services. 相似文献
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Rufus F. Baehr 《Equity & Excellence in Education》2013,46(1):26-29
This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a “bubble.” Recommendations are made regarding African American identity in the independent school context. 相似文献