Preface     

Professor Michael Wright 《Tertiary Education and Management》1995,1(1):3-3

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Analysis of the effect of a museum experience on the biology achievement of sixth-graders     

Emmett L. Wright 《科学教学研究杂志》1980,17(2):99-104

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Social reinforcement and maze learning in children     

D Wright 《Child development》1968,39(1):179-183

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Can't get to the library? Then we’ll come to you. A survey of library services to people in their own homes in the United Kingdom     

Ryder J 《Health information and libraries journal》2004,21(Z2):5-13

Abstract Aims: To determine the current level of library service to people in their own homes in the United Kingdom and to compare it with results from previous surveys. It is many years since a similar survey has been undertaken or guidelines produced and it is hoped that this work will help fill the gap. Methods: A questionnaire was sent in January 2004 to all public library authorities in the UK, a total of 208; 72% (149) were returned in the timescale allowed. The questionnaire covered the criteria for eligibility to receive a home library service; service structure and delivery: who delivers the service (specialist librarians or specialist non‐professional staff, branch library staff or volunteers); training; range of material and services provided; reading aids; materials for reminiscence; information provision; transporting people to the library; services to people in residential homes, sheltered accommodation, nursing homes and day centres; reader development; lifelong learning; and publicity and promotion. The focus of the survey was on quality issues and good practice wherever possible. Results: The number of customers receiving a service to ‘housebound’ readers in the UK in 2001/2 was 123 407. In 1984 it was 43 807 people in England. This still bears little relation to the number of people who should be receiving the service. The majority used paid staff (88%). Volunteers supported 52% of the services, with most having links with staff. There were opportunities to improve and develop services under the Disability Discrimination Act 1995. The service was publicized and promoted by only 62% of the respondents. Of those that use paid staff and that answered this question, 73% provide disability equality training for staff. Only 21% provide disability equality training for volunteers. Only 36% are involved in reader development or lifelong learning and only 23% provide a newsletter in print, 11% on tape and 3% in Braille; 12% take laptops into people's homes. Conclusions: Many authorities were still providing a tokenistic service and were reluctant to publicize for fear of not coping with demand, which makes them vulnerable legally under the DDA. However, there were some excellent examples of good practice where the full range of services are provided to a high standard.  相似文献   

Preface Technology in American Culture: Current Publications     

David E. Wright 《Journal of American culture (Malden, Mass. : 2003)》1980,3(1):204-204

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Manipulating generalized motor program difficulty during blocked and random practice does not affect parameter learning     

Wright DL  Shea CH 《Research quarterly for exercise and sport》2001,72(1):32-38

Blocked practice engenders more trial-to-trial response stability, which is thought to be crucial for developing the generalized motor program (GMP) but not parameter learning (Lai, Shea, Wulf, & Wright, 2000). It was hypothesized that reducing the difficulty of the GMP might permit additional cognitive resources to be allocated to learning the parameter requirements. However, GMP theory maintains the independence of the memories governing the GMP and parameters. This notion suggests that manipulating the difficulty of the GMP should have no effect on the blocked practice participant's ability to successfully specify the appropriate parameters. Participants learned a simple or complex relative timing pattern under either blocked or random practice conditions. Smaller GMP errors were exhibited for the simple relative timing patterns, but this was not associated with improvements in parameter specification following blocked practice. A clear advantage for parameter specification was evident in transfer following random practice. Taken together, these data support the theoretical separation of the GMP and parameter processes.  相似文献   

An Educational Policy for Religious Work in the Y. M. C. A.     

Herbert Wright Gates M. A. 《Religious education (Chicago, Ill.)》2013,108(2):81-84

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New science for a new era: the Zimbabwean experience     

David H. M. Wright‡ 《International Journal of Science Education》2013,35(4):367-375

Summaries

English

An attempt has been made to describe how curriculum developers in science in Zimbabwe have endeavoured to cater for the decision by government, at a stroke, to treble the intake of secondary school pupils and how the developers have, at the same time, attempted to employ the new situation as an opportunity to introduce the kind of science programme in schools which they believe to be appropriate to the conditions which obtain in a developing country like Zimbabwe. The practical, economic, philosophical, political and cultural issues which have been raised in the exercise have been outlined as well as the strategies that have been adopted, wherever possible, to meet them. Implications with international relevance have been highlighted.  相似文献   

回顾On Demand     

Andy Julie Plata 《桌面出版与设计》2008,(4):80-82

3月3～6日，On Demand展览会暨研讨会在美国波土顿举行。组织者称其为世界领先的数码印刷展会和研讨会。我们将以对话的形式带您一起回顾。  相似文献   

English in Education     

Julie Blake 《English in Education》2008,42(1):101-101

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