The New American Exceptionalism by Donald E. Pease     

Laurence Raw 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):162-163

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The High-School Newspaper as a House Organ     

Laurence R. Campbell 《Clearing house (Menasha, Wis.)》2013,86(6):358-359

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Engaging with socially acute questions: Development and validation of an interactional reasoning framework     

Olivier Morin  Laurence Simonneaux  Russell Tytler 《科学教学研究杂志》2017,54(7):825-851

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Collaborative working in a large pharmaceutical company: Developing better practices through a structurational schema     

James  Laurence 《International Journal of Information Management》2005,25(6):551-564

This paper presents the ongoing case study of a large pharmaceutical organisation currently undertaking a number of changes to their work practices. These collaborative changes are being facilitated by groupware systems. In many instances this has led to the rejection of or resistance to the more complex tools. The paper outlines research, based on a perspective informed by structuration theory, that provides the organisation with an approach to supporting staff in this new ‘collaborative environment’. An example, drawn from the case study, shows how such support might be developed and presents a set of recommendations for supporting a particular group, based on this research schema.  相似文献   

The Film Genre Book by John Sanders and Cultural Analysis by Jim McGuigan     

Laurence Raw 《Journal of American culture (Malden, Mass. : 2003)》2011,34(2):212-213

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Movement patterns and physical strain during a novel, simulated cricket batting innings (BATEX)   总被引：1，自引：1，他引：0  

Houghton L  Dawson B  Rubenson J  Tobin M 《Journal of sports sciences》2011,29(8):801-809

A simulated cricket batting innings was developed to replicate the physical demands of scoring a century during One-Day International cricket. The simulated innings requires running-between-the-wickets across six 5-over stages, each of 21 min duration. To validate whether the simulated batting innings is reflective of One-Day International batting, movement patterns were collected using a global positioning system (GPS) and compared with previous research. In addition, indicators of physical strain were recorded (heart rate, jump heights, sweat loss, tympanic temperature). Nine club cricketers (mean ± s: age 20 ± 3 years; body mass 79.5 ± 7.9 kg) performed the simulated innings outdoors. There was a moderate trend for distance covered in the simulated innings to be less than that during One-Day batting (2171 ± 157 vs. 2476 ± 631 m · h?1; effect size = 0.78). This difference was largely explained by a strong trend for less distance covered walking in the simulated innings than in One-Day batting (1359 ± 157 vs. 1604 ± 438 m · h?1; effect size = 1.61). However, there was a marked trend for distance covered both striding and sprinting to be greater in the simulated innings than in One-Day batting (effect size > 1.2). Practically, the simulated batting innings may be used for match-realistic physical training and as a research protocol to assess the demands of prolonged, high-intensity cricket batting.  相似文献   

Individual differences in memory: Theory,data, and educational implications     

James M. Royer  Ronald K. Hambleton  Laurence Cadorette 《Contemporary educational psychology》1978,3(2):182-203

This paper examines two theoretical perspectives from which the issue of individual differences in memory can be viewed and relates the perspectives to evidence available in the literature. The paper also reports the results of two studies which bear upon the issue of whether there are individual differences in the retention of learned material. The last section of the paper examines the educational implications of one of the theories presented in the paper.  相似文献   

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies     

Laurence Habib  Monica Johannesen 《Teaching in Higher Education》2013,18(5):484-496

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.  相似文献   

SIGI PLUS and project LEARN: A retrospective     

Lila Norris  Laurence Shatkin  Martin R. Katz 《Journal of Career Development》1991,18(1):61-72

Lila Norris, Laurence Shatkin, and Martin R. Katz are Senior Research Scientists, Guidance Research, Educational Testing Service, Princeton, New Jersey 08541.  相似文献   

Do, Show, and Tell: Children's Event Memories Acquired through Direct Experience, Observation, and Stories     

Tamar Murachver  Margaret-Ellen Pipe  Rachael Gordon  J. Laurence Owens  Robyn Fivush 《Child development》1996,67(6):3029-3044

To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations.  相似文献