Book reviews     

Franklin Parker  William W. Brickman  Tadeusz J. Wiloch  Enno Schmitz  Otto Roloff  John Raven  Eric Hoyle  Gerd Doerry  Walter Hahn  Hans Weiler  Richard Cummings  A. G. Hearnden  Gerd Iben  E. K. Townsend Coles  A. Harry Passow  Françoise Bacher  Alexandre Vexliard  Thành Lê Khôi  Doris Elbers  Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504

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Special education and inequality     

Brigitte Kitchen 《Interchange》1979,10(3):77-84

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World bank activities in library and documentation services provision in developing countries     

Brigitte Duces 《Government Information Quarterly》1991,8(4)

The World Bank's lending activities to its member developing countries focus on providing loans for economic development. In this process, the Bank is also involved in improving the information activities in these countries. Many of the Bank's loans include an information component, often embedded within the project. In addition, even if the request for an information component in a project is not stated explicitly, the overall environment for activities with development impact has changed. To ensure that a project is accomplished satisfactorily often requires an element of information transfer in addition to infrastructure components. The Bank's support to these information activities has been limited, with the development of information services or libraries often forming only a minor component of the overall project.As the information age progresses, organizations such as the World Bank are likely to become increasingly involved in lending for information services and documentation support. Questions arise on whether borrowing countries perceive an increasing need for projects in information development, especially given the fact that many of the multi-lateral and bi-lateral aid agencies are working in information- related projects. The issue to be addressed for the World Bank is whether and to what extent there is a need for greater or different World Bank involvement in this area.  相似文献   

Gender differences in developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection in childhood: results from two cultures     

van Lier PA  Vitaro F  Wanner B  Vuijk P  Crijnen AA 《Child development》2005,76(4):841-855

This study addressed gender differences in the developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection. High and increasing, moderate, and low antisocial developmental trajectories were identified among 289 Dutch children, ages 7 to 10, and 445 French-Canadian children, ages 9 to 12. Only boys followed the high trajectory. These boys had more deviant friends and were more often rejected than other children. A minority of girls followed the moderate antisocial behavior trajectory. These girls had fewer deviant friends than moderate antisocial boys, but moderate antisocial boys and girls were equally likely to be rejected. The influence of friends and poor peer relations plays a crucial but different role in the development of antisocial behavior among boys and girls.  相似文献   

Do teachers make all their students play the same learning games? A comparative study of learning games in biology and English as a second language     

Brigitte Gruson  Corinne Marlot 《Teaching Education》2016,27(1):1-20

This article, based upon the field of comparative didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim was to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation can develop and account for the gap in progress growing between more-able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics. At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access.  相似文献   

Smallholder Information Sources and Communication Pathways for Cashew Production and Marketing in Tanzania: An Ex-post Study in Tandahimba and Lindi Rural Districts,Southern Tanzania     

Brigitte Nyambo  Elly Ligate 《The Journal of Agricultural Education and Extension》2013,19(1):73-92

Abstract

Purpose: To identify and review production and marketing information sources and flows for smallholder cashew (Anacardium occidentale L.) growers in Tanzania and recommend systems improvements for better technology uptake.

Design/methodology/approach: Two-stage purposive samples were drawn. First, two districts in the main cashew producing areas, one with significant research investment and good marketing infrastructure and the other a counterfactual. Second, two villages were purposively selected from each district to provide the maximum contrast of variables pertinent to the study. Field data were collected using a semi-structured, open-ended questionnaire complimented by field verification and a wrap-up stakeholders' workshop. The data were analysed using chi-square test and the orderly probit model.

Findings: Sources of information and flows varied between districts and villages. For production, the most reliable sources were role model farmers (RMFs), extensionists, radio, on-farm demonstrations, researchers, cashew development centres (CDCs), print media and mobile phones in order of popularity. RMFs, radio programmes, extensionists, interactions with researchers, CDCs and print were the main pathways. For marketing, primary society notice boards, radio announcements, RMFs, extensionists, mobile phones and print were listed in order of popularity. Print media was the least popular due to a low level of literacy among growers. RMFs were popular actors in the information systems irrespective of social-economic background.

Practical implications: Policy change and additional resources are required for improvement of existing information systems. Additionally, incentive structures that will enhance and sustain continued investment in cashew production should be emphasized.

Originality and value: This is the first attempt in the Tanzanian cashew sector to analyse and link social economics of growers with information sources, communication channels and technology uptake.  相似文献   

Institutional Repositories and Faculty Participation: Encouraging Deposits by Advancing Personal Goals     

Brigitte Burris 《Public Services Quarterly》2013,9(1):69-79

The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students' ideas represented in these pages, are invited to contact Nancy H. Dewald at nxd7@psu.edu.

Brigitte Burris is a graduate student at Drexel University's iSchool and also works as a librarian at the University of Pennsylvania. At a time when many librarians hope for the expansion of open access to scholarly resources, Burris here proposes a method of adding attributes to articles in institutional repositories in order to increase faculty members' incentive for depositing their scholarly articles.

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The iSchool at Drexel's Master of Science in Library and Information Science, MS(LIS), is the second oldest program of its kind in the nation, and one of just 56 ALA-accredited programs. More technologically oriented than other programs, the MS(LIS) prepares graduates for a wide variety of positions including academic librarian, knowledge management specialist, systems librarian, digital librarian, Web developer, and competitive intelligence analyst. The 2009 edition of U.S. News & World Report's “America's Best Graduate Schools” rated the MS(LIS) program 11th in the nation overall, with specialties in information systems and digital librarianship ranking fifth and sixth, respectively. The iSchool at Drexel's faculty has been nationally recognized, ranked by Academic Analytics, a third party company benchmarking academic excellence, as 8th in the nation for scholarly productivity.  相似文献   

Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research     

Brigitte C. Scott 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):530-549

Symbolic violence may not be a desirable theory to apply to public schooling—its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a shift in these perspectives. I present symbolic violence as a productive analytical tool in identifying modes of resistance to specific damaging effects of schooling institutions. I also illustrate how symbolic violence victimizes one particularly caring teacher, rendering her compliant in her own victimization, without voice to accurately name her struggles, and—because of her ethic of care—complicit in reproducing damaging institutionalizing practices. Using ethnographic data, I explore symbolic violence via one teacher's reflective, critical narratives. I draw upon the tenets of dialogicality in language to help make more visible the often intangible elements of symbolic violence. And at various points in the article, I discuss the implications of engaging an analytic that ultimately runs counter to my own epistemology, turning to Maxine Greene for insight in the struggle.  相似文献   

Familiarity and relatedness: Effects on social learning about foods by Norway rats and Mongolian gerbils     

Bennett G. Galef  Brigitte Rudolf  Elaine E. Whiskin  Elena Choleris  Marisa Mainardi  Paola Valsecchi 《Learning & behavior》1998,26(4):448-454

In recent experiments in which the social influences on feeding in Mongolian gerbils were investigated, observer gerbils acquired food preferences from conspecific demonstrators only if the demonstrators and observers were either related or familiar. Even then, the effects of demonstrator gerbils on observers’ food choices lasted less than 24 h. In similar experiments with Norway rats, the familiarity/relatedness of demonstrators and observers had little effect on social learning, and the demonstrators’ influence on observers’ food choices lasted many days. We examined the causes of these differences and found that, after observer gerbils interacted with either unfamiliar or familiar conspecific demonstrators that had been fed using procedures typically used to feed demonstrator rats, they showed long-lasting social learning about foods, whereas observer rats interacting with conspecific demonstrators that had been fed as demonstrator gerbils normally are fed showed effects of familiarity/relatedness to demonstrators on their social learning about foods. Procedural differences, rather than species differences, seem to be responsible for reported inconsistencies in social learning about foods by rats and gerbils.  相似文献   

Traditional balance and slackline training are associated with task-specific adaptations as assessed with sensorimotor tests     

Samuel Volery  Navrag Singh  Eling D. de Bruin  Renate List  Marc Morten Jaeggi  Brigitte Mattli Baur 《European Journal of Sport Science》2017,17(7):838-846

The purpose of this study was to measure alterations in sensorimotor skills and balance resulting from slackline training and conventional balance training. Forty-three physically fit subjects were randomized into three groups. Two groups practiced three times a week for 15?minutes, including at least once supervised session, on the slackline or perform conventional balance training for 6 weeks. The control group was not allowed to perform any balance training. Before and after the intervention, the subjects underwent sensorimotor and strength tests. The results of our intra-class correlation analysis showed that the stability parameters from the multifunctional training device (MFT, 0.7), the height during the countermovement jump (CMJ, 0.95) and the maximum force (0.88) during leg press showed excellent reliability. A post hoc comparison indicated a larger effect of conventional training (almost 11% reduction in MFT stability) compared with slackline training in group-wide comparisons of the pre- to the post-training measurements. The factor analysis showed that stability and sensorimotor assessment using MFT were correlated, as were height during CMJ and maximal force during leg press, which represented dynamic strength. Because CMJ had the highest intra-class correlation value, it was chosen over maximum force from leg press. For these reasons, only two out of nine measured parameters, namely MFT stability and CMJ, were analysed across groups. The only observed difference between the two groups was MFT stability (slackline???1.5%, conventional???13%), whereas the improvement of CMJ was the same (slackline?+?3%, conventional?+?3%). It can be concluded that slacklining is partly complementary to conventional sensorimotor training.  相似文献