Motion Pictures     

Christian Metz  Ernest D. Rose  Walter E. Hurst  William Storm Hale  Edward Murray  Douglas Brode 《Communication Booknotes Quarterly》2013,44(8):94-96

Richard Bunce's Television in the Corporate Interest (New York: Praeger Special Studies, 1976—price not given, but about $15.00).

Ralph M. Jennings and Veronica M. Jefferson's Television Station Employment Practices, 1975: The Status of Minorities and Women (New York: Office of Communication, United Church of Christ, 1976—price not given, but about $10.00, paper)

Horace Newcomb's Television: The Critical View (New York: Oxford University Press, 1976—$4.00, paper)

Asa Berger's The TV-Guided American (New York: Walker, 1976—$8.95)

Vincent Mosco's The Regulation of Innovations in the Broadcasting Market (Cambridge, Mass.: Harvard University Program on Information Technologies and Public Policy, 1975—$3.00, paper)

James D. Scott's Cable Television: Strategy for Penetrating Key Urban Markets (Ann Arbor: University of Michigan Graduate School of Business Administration, 1976—$5.50, paper)

R.W. Chandler's Sparks at Sea: The Experiences of a Ship's Radio Officer (North Pomfret, Vt.: David and Charles, 1973, but only recently released in the U.S.—$9.50)  相似文献   

Home e‐mail: Relational maintenance and gratification opportunities     

Laura Stafford  Susan L. Kline  John Dimmick 《广播与电子媒介杂志》2013,57(4):659-669

This study explored the household use of electronic mail. In a telephone probability sample of 881 adults, 112 adults reported they used electronic mail. This sample provided four superordinate reasons for home e‐mail use: interpersonal relationships; personal gain; business; and gratification opportunities. Overwhelmingly, home e‐mail was reported to be used for interpersonal relationship reasons regardless of user demographics. The findings suggest that e‐mail is used for the maintenance of interpersonal relationships and that gratification opportunities play an important role in home e‐mail use.  相似文献   

Using the Science Writing Heuristic to Improve Undergraduate Writing in Biology     

Ruth Cronje  Kelly Murray  Spencer Rohlinger  Todd Wellnitz 《International Journal of Science Education》2013,35(16):2718-2731

Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n?=?51 students) with another three sections serving as a control (n?=?47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P?=?0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P?=?0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings.  相似文献   

Investigating the emerging generic features of the blog writing task across three discrete learner groups at a higher education institution     

Tríona Hourigan  Liam Murray 《Educational Media International》2013,50(2):83-101

Increasingly universities have supported several innovative flexible learning projects over the past few years, and there exists a small but enthusiastic group of staff who have demonstrated that something is possible. Our task is to suggest additional strategies that can realize some of the strategic goals set for flexible learning over the next few years. This paper is based upon the assumption that a strategic direction has already been chosen and suggests some strategies to ensure practical and realistic outcomes.

Création d'une communauté virtuelle de troisième cycle universitaire: apprentissage de conduites d'évaluation.

Durant plusieurs années un nombre croissant d'universités ont soutenu de nombreux projets innovants d'apprentissage flexible et il existe des groupes restreints mais enthousiastes d'enseignants qui ont démontré que l'on peut faire quelque chose. Notre tâche est de suggérer des stratégies complémentaires qui permettent d'atteindre certains des objectifs fixés pour les apprentissages flexibles dans les prochaines années. Cet article est fondé sur l'hypothèse qu'une direction stratégique a déjà été choisie et suggéré certaines stratégies pour obtenir des résultats pratiques et réalistes.

Erstellen einer virtuellen Gemeinschaft für Absolventen: Lernantrieb durch Einstufung

In zunehmendem Maße haben Universitäten in den letzten Jahren verschiedene innovative Projekte für Flexibles Lernen unterstützt. Es gibt eine kleine aber begeisterte Gruppe von Mitarbeitern, die gezeigt hat, daß auf diesem Gebiet durchaus etwas möglich ist. Unsere Aufgabe ist, zusätzliche Strategien vorzuschlagen, die einige der strategischen Ziele, die für Flexibles Lernen gesetzt sind, in den nächsten Jahren erreichen helfen. Dieses Papier geht von der Annahme aus, daß es schon eine strategische Richtung gibt und schlägt einige Taktiken vor, um praktikable und realistische Resultate sicherzustellen.  相似文献   

Dimensions of conflict: reflections on the higher education experience from an access education perspective     

Neil L. Murray 《International Journal of Lifelong Education》2013,32(2):117-133

Given the widening participation agenda and associated enrolment targets, mature students who enter higher education by non-traditional pathways look set to become an increasingly prominent cohort who bring with them valuable skills, experiences and personal attributes that can and do enrich the learning environment. However, the Australian case study reported here indicates that those same attributes can present particular challenges for educators and for the students themselves, not least of which is the challenge inherent in the need for students to transform the procedural knowledge of their prior experience into the corresponding propositional form required by academic contexts. In relating the experiences of ‘Judy’, who had both successfully completed a comprehensive access programme and who began her undergraduate studies equipped with richly relevant life experience, this account provides evidence of some of these challenges, the potential for tension and conflict that they present, and the negative impact they can have on the first year higher education experience. Their effects can however be mitigated, we suggest, by: closer collaboration between support services and academic faculty; raising awareness in prospective lecturers and tutors; and ensuring, through training and professional development initiatives, that staff are adequately equipped to respond effectively and appropriately.  相似文献   

A Term Paper Alternative     

Michael H. Murray 《Clearing house (Menasha, Wis.)》2013,86(7):447-448

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Wichita,Kansas Reading Program Goes International     

Murray Harris  Ms. Joyce Mattson 《Clearing house (Menasha, Wis.)》2013,86(7)

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Learning from culturally and linguistically diverse classrooms: Using inquiry to inform practice     

R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):297-298

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Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context     

Nick Bozic  Rebecca Lawthom  Janice Murray  Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.  相似文献   

In the shadow of educational reform     

David R. Murray 《TechTrends》1989,34(2):8-10

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