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Yvonne O'Brien Sheila Glenn Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243
Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects. 相似文献
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Eddie Dick 《Educational Media International》2013,50(4):237-243
Abstract The article gives outlines of materials which have been published by the Scottish Film Council and which are designed for the media studies curriculum area. It also gives some speculative conclusions that arise from these productions. 相似文献
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信赖档案工作者：档案职业道德在建立公众信任中的作用 总被引：1，自引：0，他引：1
道德标准是衡量人们行为合理性的一个哲学分支,它教导人们做出合乎道德的行为.为做出合乎道德的决定提供参考,通常涉及到道德规范的制定. 相似文献
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Glenn English 《Government Information Quarterly》1984,1(2):165-176
Security classification policy is generally established by the President through an executive order. Although Congress has no formally established oversight role on security classification issues, there has been fairly regular and systematic congressional oversight of security classification policy. However, the nature of the classification process makes it very difficult for Congress to monitor the way in which classification policy is applied in practice. 相似文献
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A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches. 相似文献