Subsidizing unmediated document delivery: Current models and a case study     

Minna Sellers  Joan Beam   《The Journal of Academic Librarianship》1995,21(6)

New models for document delivery in libraries are emerging as technology enables end-user ordering through electronic interfaces. Recently Colorado State University (CSUL) tested the viability of providing subsidized unmediated document delivery to the entire university community using UnCover2. The project was analyzed and users were surveyed to evaluate the performance of the service.  相似文献   

Follow-up Data on Counselor Education Graduates–Relevant,Self-Revealing,or What?     

Bruce Shertzer  Joan England 《Counselor Education & Supervision》1968,7(Z3):363-370

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Centuries of Change: Movement's Many Faces     

Joan Paul 《Quest (Human Kinetics)》2013,65(4):531-545

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The third shadow and hybrid genres: horror,humor, gender,and race in Alien Resurrection     

Caroline Joan S. Picart 《传播与批判/文化研究》2013,10(4):335-354

Alien Resurrection (1997) heightens the movements across dark humor and horror, and enables more pronounced and complex conjunctions across the three types of shadows put forward by Rushing/Frentz and Picart, particularly in the case of the monstrous female characters like Ripley and Call. These characters bisociate the realms of first shadow (female bodies), second shadow (products of technology), and third shadow (fearsome female freedom fighters). Nevertheless, both live—a rarity among Frankensteinian cinemyths. Alien Resurrection enables us to glimpse, through a glass darkly, other ways in which the gendered and raced complexities of the Frankenstein cinematic myth may be traced.  相似文献   

'It was Better than Sitting in a Group and Talking'. An Evaluation of a Film-Making Project with Young People in Trouble or 'At Risk' in School     

Gillean McCluskey  Researcher    Gwynedd Lloyd  Head of Educational Studies    Joan Stead  Senior Research Fellow 《Pastoral Care in Education》2004,22(4):34-39

This paper will explore some issues raised by an evaluation of a Scottish video making project which works with young people in trouble or 'at risk' in school. In the paper we reflect on the problems of evaluating work with troubled and troublesome pupils and on the difficulties of both collecting and presenting appropriate evidence. It offers a contribution to continuing debates over educational exclusion and inclusion and to the research literature on strategies for supporting young people in school. The paper also raises key questions about the planning and evaluating of support services for young people by schools.  相似文献   

Writing for children: A social engagement?     

Gillian Avery  Alec Lea  Joan G Robinson  Roy Brown 《Children‘s Literature in Education》1971,2(3):17-30

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Achievement goals, competition appraisals, and the psychological and emotional welfare of sport participants     

Adie JW  Duda JL  Ntoumanis N 《运动与训练心理学杂志》2008,30(3):302-322

Grounded in the 2x2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes' welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage=24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.  相似文献   

National identity,social institutions and political values. The case of FC Barcelona and Catalonia from an intergenerational comparison     

Joan Barceló  Peter Clinton  Carles Samper Seró 《Soccer & Society》2015,16(4):469-481

Using the case of FC Barcelona and Catalonia, this paper examines the relationship between national identity, social institutions and political values. Through different methods of qualitative research, we present an intergenerational comparison between age cohorts to capture continuities and discontinuities in the discursive linkage between FC Barcelona and national feelings of belonging. As the context has changed, the identity construction process should have changed in conjunction with it. The results point to how the old cohort tended to use Barça, as an escape valve, intertwined with Catalan nationalism and political freedom. In contrast, the young ones reproduce the old discourse leaving aside those political values formerly attached to the idea of Barça.  相似文献   

Educating child practitioners: a (re)turn to the university disciplines     

Joan Forbes  Elspeth McCartney 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):144-159

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.  相似文献   

Talking Together,Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics     

Lorna Smith  Joan Foley 《Changing English: An International Journal of English Teaching》2015,22(1):60-71

This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.  相似文献