产品缺陷报道中的名誉侵权认定     

程德安 《新闻界》2008,(4):64-66

在产品缺陷的报道中往往涉及专业知识。对记者的报道不应苛求。报道者无实际恶意,适当履行了职责,就不应认定为存有过失。不允许媒体“出错”,实际上是剥夺了媒体发现过错的权利。  相似文献   

Computer-assisted instruction for dispersed populations: System cost models     

John Ball  Dean Jamison 《Instructional Science》1973,1(4):469-501

Provision of CAI of any sophistication requires-at least with present technology-the existence of a large central computing system. Thus, if rural regions or dispersed populations (e.g. deaf students) are to be able to share in the potential of CAI, an extensive communication system is required. This paper provides cost estimates for a CAI system capable of handling 1300 highly despersed student terminals; in order to do this it develops cost models for alternative te restrial and satellite communication systems. Perhaps the most interesting result to emerge from the analysis is the viability of a satellite based system; for average terminal to computer distances on the order of 500 miles there is a distinct advantage for satellite based systems. Assuming 2,000 hours per year usuage of the student erminals, the system cost for a satellite based system serving a highly dispersed population is $ 0.85 per student contact hour.This work was supported by Grant No. OEG-0-70-4797 from the Bureau of Education for the Handicapped, U.S. Office of Education, to the Institute for Mathematical Studies in the Social Sciences (IMSSS), Stanford University. Portions of the paper were previously presented at the XXII International Congress of the International Astronautical Federation, Brussels, September 1971, and at the International School on Computers in Education, Pugnochiuso, Italy, July 1972.John Ball is the manager of the Computer Based Laboratory of IMSSS; Dean Jamison is a staff member of IMSSS, Assistant Professor of Management Science, Graduate School of Business, and Assistant Professor (by courtesy), School of Education, Stanford University. The authors are indebted to J. E. G. Ferraz and Joanne Leslie Jamison for valuable assistance with this paper.  相似文献   

Pseudo bond graphs for generalized compartmental models in engineering and physiology     

Dean Karnopp  Said Azarbaijani 《Journal of The Franklin Institute》1981,312(2):95-108

True bond graphs, which use effort and flow variables whose product is power, can in principle be used to describe all types of physical systems. However, many system models do not use power variables and yet can be represented usefully as pseudo bond graphs. Pseudo bond graphs have been used particularly for open systems in which it is convenient to consider control volumes or compartments with boundaries across which mass can flow. In this paper, we show how the bond graph methods used for conductive and convective heat transfer can be generalized to account for diffusion, convection, and accumulation of a variety of physical quantities and how pseudo bond graphs can aid in constructing and representing such models. These models are known in mathematical biology as “compartmental models” and it is a main contribution of this paper to show that the same pseudo bond graphs apply to thermofluid and physiological dynamic models. The bond graphs build in some conservation principles automatically and yet have the flexibility to incorporate general multiport laws when necessary. Thus the pseudo bond graphs can exhibit system structure as do other network graphs and are very general in nature.  相似文献   

Political economies of security for some time to come     

Dean Pierides 《Journal of Cultural Economy》2014,7(3):371-377

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Learning through group work in physical education: a symbolic interactionist approach     

Dean Barker  Mikael Quennerstedt  Claes Annerstedt 《Sport, Education and Society》2015,20(5):604-623

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

‘Yes we are inclusive’: Examining provision for young people with disabilities in community sport clubs     

Ruth Jeanes  Ramón Spaaij  Jonathan Magee  Karen Farquharson  Sean Gorman  Dean Lusher 《Sport Management Review》2018,21(1):38-50

The last two decades within Australia have witnessed a range of policies and strategies seeking to promote the inclusion of young people with disabilities within mainstream community sport clubs. Whilst research at an institutional level has highlighted the problems with mainstreaming agendas, few studies have examined how grassroots clubs, as key components of the supply side of inclusive provision seek to respond to such policy imperatives. In this paper, therefore, the authors provide a critical analysis of the ways in which clubs engage with inclusion policies in practice. Theoretically, the authors draw on the concept of policy enactment and educational inclusivity. Through analysis of semi-structured interviews with club volunteers, the findings illustrate three key areas. Firstly, the importance of individual volunteers in establishing and developing provision within clubs; secondly, the largely separatist nature of disability provision within clubs; and thirdly, that policies tend to encourage club to focus on narrow forms of participation that lead to competitive pathways and mirror the structure of mainstream sport. In the conclusion, the authors problematize the notion of inclusion presented in policy and practice, suggesting such imperatives do not encourage a holistic approach.  相似文献   

Leadership,Leaders, and Leading: Part Two     

Peter J. Dean 《Performance Improvement Quarterly》2002,15(2):3-14

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论教师专业发展   总被引：43，自引：0，他引：43  

宋广文  魏淑华 《教育研究》2005,26(7):71-74

教师专业发展有别于教师专业化,它强调的是教师个体内在专业特性的提升。教师本位的教师专业发展观是针对忽视教师自我的被动的教师专业发展提出的, 其突出的是教师自我在教师专业发展中的主体价值,认为教师专业发展既要实现教师的人生价值,又要实现其人格价值。  相似文献   

Editor's notes     

Martha Dean 《Performance Improvement》1998,37(4):4-5

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