Scottish Dialect and Literature: The Role of the Schools     

T. C. Richardson 《Clearing house (Menasha, Wis.)》2013,86(9):454-457

  相似文献   

A Trial List of Objectives of Experimental Work in Science Education     

C. Hellingman 《International Journal of Science Education》2013,35(1):29-43

Summaries

English

Teaching science nowadays includes more teaching of experimental methods than it formerly did, and this trend may well continue. Teaching experimental methods means teaching how to solve problems in an experimental way, which is quite different from teaching the laws and facts of science. The need for a list of practical objectives has existed in the past and will be felt, more and more, in the future. An attempt to construct new lists for the three sciences was made by staff members of CITO, the Dutch Institute for Educational Measurement, specially, though not only, for the purpose of assessment. Intended characteristics of the lists are exhaustiveness; restriction to cognitive and psycho‐motor skills and abilities; formulation in terms of observable pupil behaviour; specification up to four levels; and identity for physics and chemistry up to three levels.  相似文献   

Speech among the bankers     

Austin J. Freeley 《Communication quarterly》2013,61(2):8-9

  相似文献   

Arms control for armed uninhabited vehicles: an ethical issue     

Jürgen Altmann 《Ethics and Information Technology》2013,15(2):137-152

Arming uninhabited vehicles (UVs) is an increasing trend. Widespread deployment can bring dangers for arms-control agreements and international humanitarian law (IHL). Armed UVs can destabilise the situation between potential opponents. Smaller systems can be used for terrorism. Using a systematic definition existing international regulation of armed UVs in the fields of arms control, export control and transparency measures is reviewed; these partly include armed UVs, but leave large gaps. For preventive arms control a general prohibition of armed UVs would be best. If that is unattainable, several measures should be taken. An explicit prohibition of autonomous attack, that is without a human decision, should be added to IHL. Concerning armed UVs remotely controlled by a human soldier, recommendations differ according to type or mission. New kinds of uninhabited nuclear-weapon carriers should be banned. Space weapons should be prohibited in general. UVs smaller than 0.2–0.5 m should be banned. Bigger remotely controlled armed UVs not equipped with weapons of mass destruction should be subject to numerical limitations in various categories. For these the Treaty on Conventional Armed Forces in Europe is an important precedent.  相似文献   

Practical work in the leaving certificate chemistry course     

Adrian J. Ryder 《Irish Educational Studies》2013,32(2):82-95

  相似文献   

INTRODUCTION     

Cameron J. Camp 《Educational gerontology》2013,39(6):3-5

  相似文献   

Play to win! Using games in library instruction to enhance student learning     

Guy J. Leach  Tammy S. Sugarman 《Research Strategies》2005,20(3):191-203

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.  相似文献   

Reflective peer coaching: Crafting collaborative self-assessment in teaching     

Dale J. Vidmar 《Research Strategies》2005,20(3):135-148

Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.  相似文献   

The impact of technology and a no remediation policy on non-traditional students     

Clay Williams  Andrea C. Japzon 《Research Strategies》2005,20(4):433-441

A Hunter College librarian, with public library experience, offered a series of drop-in workshops Saturday afternoons open to all students and questions regarding Web or Windows use in the academic year, 2000-2001. The intention of the workshops was to address the continuous needs of students lacking technological and informational literacy. The success of these workshops led to this investigation of the implications of 21st century technology on non-traditional students from the perspective of bibliographic instruction as well as reference desk service. The perspective is that of the urban educational environment of City University of New York and Hunter College. The histories of open admissions at CUNY and the current efforts to abolish remediation are examined.  相似文献   

Introduction to Reference Sources in the Health Sciences     

J. Michael Homan 《Journal of the Medical Library Association》2005,93(1):135-137

  相似文献