Briefly noted     

Hoyt H. Hudson  V. E. Simrell  W. P. Sandford  Ross Scanlan  Raymond F. Howes  Gladys Murphy Graham 《Quarterly Journal of Speech》2013,99(2):273-274

Henry Ward Beecher: An American Portrait, by Paxton Hibben. New York: Doran (now Doubleday, Doran &; Company, Garden City), 1927: pp. 390.

D. L. Moody: A Worker in Souls, by Gamaliel Bradford. New York: Doran, 1927: pp. 320.

Intercollegiate Debates (Volume VIII). Edited by Egbert Ray Nichols. New York: Noble and Noble, 1927: pp. viii, 565.

Debating as an Educator. By John G. Sims, Jr. Published by the author, Box 652, Fort Worth, Texas, 1926: pp. 112.

Four Speeches by Abraham Lincoln Hitherto Unpublished or Unknown. With an introduction by Earl Wellington Wiley, The Ohio State University Press, 1927: pp. 112.

An Introduction to the Drama. Edited by J. B. Hubbell and J. O. Beatty. New York: The Macmillan Company, 1927.

Talking. By J. B. Priestley. New York: Harper &; Bros., 1926.

An Essay on Conversation. By Henry W. Taft. New York: The Macmillan Co., 1927

Conversation. By Olive Heseltine. New York: E. P. Dutton &; Co., 1927.

The Road to Xanadu. By John Livingston Lowes. New York: Houghton Mifflin Company, 1927: pp. xviii, 639.

The Function and Forms of Thought. By Albert E. Avey. New York: Henry Holt and Company, 1927: pp. xii, 395.

Demosthenes and His Influence. By Charles Darwin Adams. New York: Longmans, Green and Co., 1927: pp. 184. $1.75.

Les idées politiques d'Isocrate. By Georges Mathieu. Paris: So‐ ciété d'éditions Les Belles Lettres, 1925: pp. 228.

Integrity in Education and Other Papers. By George Norlin. New York: Macmillan, 1926: pp. vi, 231.

Spoken Thought. By Lily C. Whitaker. New York: A. S. Barnes and Company, 1927: pp. x + 596.

Training for Speaking. By Paul Berton. New York: Frederick A. Stokes Company, 1926.

Stammering and Its Treatment. By Samuel D. Bobbins. Boston: Boston Stammerers’ Institute, 1926; 12 mo, Cloth; pp. 121.

Our Times. Volume II, America Finding Herself. By Mark Sullivan. New York: Charles Scribner's Sons. 1927.  相似文献   

SMARTMAP：操作系统的处理器间及处理器核间高交数据共事支持     

Ron Brightwell  Trammell Hudson 《中国教育网络》2009,(1):29-29

这篇论文介绍了SMARTMAP,一种实现了虚拟内存固定偏移编址的操作系统技术。SMARMAP可以让应用程序在多核处理器上直接访问对方的内存,而不需要额外的内核开销。当这种方法应用到MPI上的时候,SMARTMAP消除了所有由UNIX共享内存策略造成的内存到内存的拷贝。此外SMARTMAP可以方便地支持UNIX共享内存所不支持的操作,比如直接原地的MPI减操作,以及单边的取值赋值操作。  相似文献   

The Images for Teaching Education Project: developing multimedia resources within an integrative educational framework     

Patrick Dillon  Penni Tearle  & Alison Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):359-367

The University of Exeter heads a consortium which has developed multimedia resources primarily for initial teacher education. Amongst a range of resources produced are Critical Encounters in Secondary Education , which deals with critical incidents in the classroom and how to deal with them, Multimedia in the Learning Environment , which deals with both the nature of multimedia and how it may be used in support of a range of approaches to teaching and learning and English Chalklands which deals with interpretational and judgemental responses to landscape. The resources are described and discussed in the context of the educational framework which has been developed to guide their use.  相似文献   

Fundamentals of performance technology: A guide to improving people,process, and performance     

Darlene M. Van Tiem  James L. Moseley  Joan Conway Dessinger  Gretchen Hartke  Yvonne Phillips‐Hudson 《Performance Improvement》2001,40(3):60-63

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Practicalities in Giving Structure to Dialogue     

Michael Grahame Moore 《The American journal of distance education》2016,30(3):131-132

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Commentary     

Berkley Hudson 《Visual Communication Quarterly》2014,21(1):2-3

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Returning to the Mainstream     

Grahame Smith  Rod Goldthorpe 《British Journal of Special Education》1988,15(4):143-145

Grahame Smith, now deputy head, English Faculty, Barstable School, Basildon, Essex, and Rod Goldthorpe, deputy head, Lankhills School for pupils with moderate learning difficulties, Winchester, Hampshire, prepared the following discussion paper during a weekly teaching exchange designed to give each an insight into the challenges of the other's work.  相似文献   

Real Books for Real Readers for Real Purposes     

Jean Hudson 《Literacy》1988,22(2):78-83

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Effects of Feedback on the Academic Engaged Time of Behaviour Disordered Learners     

Alex Maggs  Grahame Morgan 《教育心理学》1986,6(4):335-351

Abstract This study investigated the relative effects of different combinations of feedback on the behaviours of two subjects labelled ‘behaviour disordered’. In addition, the relationship between academic engaged behaviour and performance (assessed by measures of amount completed and accuracy) was also analysed. The results revealed that there was a positive relationship between the amount of time a subject spends on task and the number of tasks completed. In addition, the results showed that there was not a positive relationship between the amount of time a student spends on a task and accuracy on that task. The relative effectiveness of the feedback procedures was substantiated. The implications of these results were that the provision of feedback when a subject is off‐task will be most effective in terms of increasing the subject's on‐task behaviour and the amount of tasks that the subject completed. This research demonstrated that increased on‐task behaviour has positive effects on productivity.  相似文献   

Trial spacing effects in pavlovian conditioning: A role for local context     

Robert C. Barnet  Nicholas J. Grahame  Ralph R. Miller 《Learning & behavior》1995,23(3):340-348

Two conditioned lick-suppression experiments with rats were conducted in order to replicate and extend findings by Ewing, Larew, and Wagner (1985). Ewing et al. observed that excitatory responding to a CS paired with a footshock US was attenuated when the ITIs thatpreceded each CS-US trial were short (60 sec) relative to when they were long (600 sec). This effect was isolated in the influence of the preceding ITI because the preceding ITI was consistently short for one CS and consistently long for a different CS, while the following ITIs were equally often short and long for both CSs. Ewing et al. interpreted this finding in the framework of Wagner’s (1981) SOP model. Experiment 1 replicated this trial-spacing effect and demonstrated a similar effect under conditions in which thefollowing ITI was consistently short for one CS and consistently long for a different CS, while the durations of preceding ITIs were equally often short and long for both CSs. Experiment 2 revealed that the detrimental effect of a short preceding or a short following ITI could be alleviated by extinguishing the conditioning context after CS-US training. The latter observation indicates that the trial-spacing effect is not mediated by a failure of a CS trained with a short ITI to enter into excitatory associations with the US, a conclusion that is not wholly consistent with the SOP model. Finally, we suggest that short pretrial and short posttrial ITIs may enhance the excitatory value of local context cues that modulate responding to a CS.  相似文献