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Bobbie A. Henderson 《Early Childhood Education Journal》1983,11(1):10-11
CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program. 相似文献
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马慧 《湖南科技学院学报》2009,30(11):76-78
文章从生态女性主义视角解读劳伦斯具有争议性的小说《查特莱夫人的情人》,以揭示其深刻的社会、文化和生态内涵,帮助读者从一个新的角度来重新理解这部作品,借此凸显劳伦斯自然观及女性观的合理成分。 相似文献
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In this digital ITEMS module, Nikole Gregg and Dr. Brian Leventhal discuss strategies to ensure data visualizations achieve graphical excellence. Data visualizations are commonly used by measurement professionals to communicate results to examinees, the public, educators, and other stakeholders. To do so effectively, it is important that these visualizations communicate data efficiently and accurately. These visualizations can achieve graphical excellence when they simultaneously display data effectively, efficiently, and accurately. Unfortunately, measurement and statistical software default graphics typically fail to uphold these standards and are therefore not suitable for publication or presentation to the public. To illustrate best practices, the instructors provide an introduction to the graphical template language in SAS and show how elementary components can be used to make efficient, effective, and accurate graphics for a variety of audiences. The module contains audio-narrated slides, embedded illustrative videos, quiz questions with diagnostic feedback, a glossary, sample SAS code, and other learning resources. 相似文献
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In this digital ITEMS module, Dr. Sue Lottridge, Amy Burkhardt, and Dr. Michelle Boyer provide an overview of automated scoring. Automated scoring is the use of computer algorithms to score unconstrained open-ended test items by mimicking human scoring. The use of automated scoring is increasing in educational assessment programs because it allows scores to be returned faster at lower cost. In the module, they discuss automated scoring from a number of perspectives. First, they discuss benefits and weaknesses of automated scoring, and what psychometricians should know about automated scoring. Next, they describe the overall process of automated scoring, moving from data collection to engine training to operational scoring. Then, they describe how automated scoring systems work, including the basic functions around score prediction as well as other flagging methods. Finally, they conclude with a discussion of the specific validity demands around automated scoring and how they align with the larger validity demands around test scores. Two data activities are provided. The first is an interactive activity that allows the user to train and evaluate a simple automated scoring engine. The second is a worked example that examines the impact of rater error on test scores. The digital module contains a link to an interactive web application as well as its R-Shiny code, diagnostic quiz questions, activities, curated resources, and a glossary. 相似文献
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葛春萍 《湖州师范学院学报》2008,30(4)
国内外文学批评界流行一个观点:V.S.奈保尔文化"无根",是印度文化与英国文化共同孕育了奈保尔的文学成就.其实,这种观点忽略了作家受到的特立尼达文化影响.事实上,奈保尔的文学成就很大程度上得益于作家的出生地文学书写.所谓文化"无根",实际是奈保尔文化身份复杂性的表现,而奈保尔文化身份复杂性根源于其出生地特立尼达文化的无根性和杂糅性. 相似文献
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《British Journal of Educational Studies》2012,60(1):41-50
ABSTRACT This paper focuses on accountability in school-based education in England. It explores notions of accountability and proposes a new framework for its analysis. It then identifies a number of types of accountability which are present in school-based education, and discusses each in terms of who is accountable to whom and for what. It goes on to examine the sanctions associated with each type of accountability and some possible effects of each type. School performance cross-cuts virtually all facets of accountability, but is fundamental to hierarchical and market accountability where it is associated with a high likelihood of severe sanctions. This, it is argued, means that schools are likely to focus on these forms of accountability as opposed to participative or network accountabilities that involve collaboration with others. The final section proposes that there is a case for accountability systems to focus more broadly on a variety of processes and outcomes related to the overall goals of education. The existing regime in England is heavily focused on hierarchical and market accountability: a greater focus on participative and network accountability may foster a less individualistic approach to education and greater social cohesion. 相似文献
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Barnard Hewitt 《Quarterly Journal of Speech》2013,99(4):385-396
IN PRAISE OF PROMETHEUS: HUMANISM AND RATIONALISM IN AESCHYLEAN THOUGHT. By Leon Golding. Chapel Hill: University of North Carolina Press, 1966; pp. ix+137. $5.00. THE POLITICAL BACKGROUND OF AESCHYLEAN TRAGEDY. By Anthony J. Podlecki. Ann Arbor: University of Michigan Press, 1966; pp. x+188. $7.50. TWELFTH NIGHT AND SHAKESPEARIAN COMEDY. By Clifford Leech. Toronto: University of Toronto Press, 1965; pp. vii+88. $3.50. HAMLET AND REVENGE. By Eleanor Presser. Stanford, Calif.: Stanford University Press, 1967; pp. xiv+287. $7.50. THE THEATRE OF THE FRENCH REVOLUTION. By Marvin Carlson. Ithaca: Cornell University Press, 1966; pp. xii+328. $10.00. ROYALL TYLER. By G. Thomas Tanselle. Cambridge, Mass.: Harvard University Press, 1967; pp. xvi+281. $7.50. DRAMAS FROM THE AMERICAN THEATRE 1762–1901. Edited and Introduction by Richard Moody. Cleveland: World Publishing, 1966; pp. 873+illus. $15.00. THE LANGUAGE OF CRITICISM. By John Casey. New York: Barnes &; Noble, 1966; pp. xii+205. $5.75. MARK TWAIN'S LETTERS TO HIS PUBLISHERS, 1867–1894. Edited with an introduction by Hamlin Hill. Berkeley: University of California Press, 1967; pp. xiv+388. $10.00. MARK TWAIN'S SATIRES AND BURLESQUES. Edited with an introduction by Franklin S. Rogers. Berkeley: University of California Press, 1967; pp. viii+485. $10.00. MARK TWAIN'S WHICH WAS THE DREAM. Edited by John S. Tuckey. Berkeley: University of California Press, 1967; pp. xi+588. $10.00. AMBROSE BIERCE: A BIOGRAPHY. By Richard O'Connor. Boston: Little, Brown, 1967; pp. 333. $6.95. W. SOMERSET MAUGHAM. By M. K. Naik. Norman: University of Oklahoma Press, 1966; pp. ix+221. $4.95. REMEMBERING MR. MAUGHAM. By Gar‐son Kanin. Foreword by Noel Coward. New York: Atheneum, 1966; pp. vi+313. $5.95. SOMERSET AND ALL THE MAUGHAMS. By Robin Maugham. New York: New American Library, 1967; pp. 224. Paper $0.95. FROM PROUST TO CAMUS: PROFILES OF MODERN FRENCH WRITERS. By André Maurois. Translated by Carl Morse and Renaud Bruce. Garden City, N.Y.: Double‐day, 1966; pp. 368. $5.95. RELIGION AND THE AMERICAN MIND: FROM THE GREAT AWAKENING TO THE REVOLUTION. By Alan Heimert. Cambridge, Mass.: Harvard University Press, 1966; pp. x+668. $12.50. THE GREAT AWAKENING: DOCUMENTS ILLUSTRATING THE CRISIS AND ITS CONSEQUENCES. Edited by Alan Heimert and Perry Miller. Indianapolis: Bobbs‐Merrill, 1967; pp. lxx+663. $7.50; paper $3.75. BENJAMIN FRANKLIN. By Ralph Ketcham. New York: Washington Square, 1965; pp. xiv+226. $3.95. BENJAMIN FRANKLIN: ENVOY EXTRAORDINARY. By Roger Burlingame. New York: Coward‐McCann, 1967; pp. 255. $5.75. DANIEL WEBSTER AND THE SUPREME COURT. By Maurice G. Baxter. Amherst: University of Massachusetts Press, 1966; pp. ix+265. $6.75. THE PAPERS OF WOODROW WILSON, Vol. II, 1881–1884. Edited by Arthur S. Link. Princeton, N. J.: Princeton University Press, 1967; pp. xvi+680. $15.00. THE PRESIDENCY OF WOODROW WILSON: PRELUDE TO A WORLD CRISIS. By Leon H. Canfield. Rutherford, N. J.: Fairleigh Dickenson University Press, 1966; pp. xv+299. $6.00. LANDON OF KANSAS. By Donald R. McCoy. Lincoln: University of Nebraska Press, 1966; pp. x+607. $8.50. CHANGING VIEWS ON BRITISH HISTORY: ESSAYS ON HISTORICAL WRITING SINCE 1939. Edited by Elizabeth Chapin Furber. Cambridge, Mass.: Harvard University Press, 1966; pp. xii+418. $9.00. HUMAN COMMUNICATION THEORY: ORIGINAL ESSAYS. Edited by Frank E. X. Dance. New York: Holt, Rinehart and Winston, 1967; pp. x+333. $6.50. NEBRASKA SYMPOSIUM ON MOTIVATION: 1966. Edited by David Levine. Lincoln: University of Nebraska Press, 1966; pp. ix+209. $5.95; paper $2.75. COMMUNICATION: THEORY AND RESEARCH. Edited by Lee Thayer. Springfield, Ill.: Charles C Thomas, 1966; pp. xv+583. $22.50. COMMUNICATION: CONCEPTS AND PERSPECTIVES. Edited by Lee Thayer. Washington: Spartan Books, 1967; pp. viii+440. $14.00. COMMUNICATION AND PUBLIC RELATIONS. By Edward J. Robinson. Columbus: Charles E. Merrill, 1966; pp. 618. $9.50. THE PLAY THEORY OF MASS COMMUNICATION. By William Stephenson. Chicago: University of Chicago Press, 1967; pp. x+225. $5.00. MICROCOSM: STRUCTURAL, PSYCHOLOGICAL AND RELIGIOUS EVOLUTION IN GROUPS. By Phillip E. Slater. New York: John Wiley, 1966; pp. ix+276. $7.95. MODERN INTERNATIONAL NEGOTIATION: PRINCIPLES AND PRACTICE. By Arthur Lall. New York: Columbia University Press, 1966; pp. xii+404. $8.95. BIOLOGICAL FOUNDATIONS OF LANGUAGE. By Eric H. Lenneberg. Appendices by Noam Chomsky and Otto Marx. New York: John Wiley, 1967; pp. xvi+489. $14.95. PORTRAITS OF LINGUISTS: A BIOGRAPHICAL SOURCE BOOK FOR THE HISTORY OF WESTERN LINGUISTICS, 1746–1963. Edited by Thomas A. Sebeok. Bloomington: Indiana University Press, 1966; pp. xvi+580, I; 605, II. $27.50 set. THE APHASIC CHILD: A NEUROLOGICAL BASIS FOR HIS EDUCATION AND REHABILITATION. By Alice Calvert Roberts. Foreword by Louis D. Boshes. Springfield, Ill.: Charles C Thomas, 1966; pp. xi+79. $4.50. CHILDHOOD APHASIA AND BRAIN DAMAGE: VOLUME III, HABILITATION. Edited by Sheldon R. Rappaport. Norris‐town, Pa.: Pathway School, 1966; pp. vii+ 120. Paper $3.25. 相似文献
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