VAT 1996     

Hazel K. Bell 《Learned Publishing》1996,9(4):243-245

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Marketing books in Europe     

Hazel K. Bell 《Learned Publishing》1991,4(3):157-158

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Wolfram syndrome — clinical and diagnostic details     

Rohith Valsalan  Hazel gonsalves  Maneesh Mailankot  Navin Mulamani  Shubha Sheshadri 《Indian journal of clinical biochemistry : IJCB》2009,24(4):436-438

Wolfram syndrome, a rare genetic disorder is characterized by juvenile onset diabetes mellitus and optic atrophy. We describe two cases of wolfram syndrome belonging to same family; 25 year old female and her only 15 year old brother. In female, diabetes mellitus and optic atrophy were manifested in 1^st decade, diabetes insipidus in 2^nd decade and hypoacusis at the age of 25 years. Her ophthalmic evaluation revealed bilateral optic atrophy, decreased vision and peripheral constriction of visual field. However she didn’t have any renal dysfunction which is also considered to be one of the features of the syndrome. Though associated psychiatric features are later manifestations of the syndrome she was admitted with alleged suicidal consumption at the age of 25 years. The brother was asymptomatic except for the diabetes mellitus and insipidus.  相似文献   

Genre effects on higher education students' text reading for understanding     

Hazel Francis  Susan Hallam 《Higher Education》2000,39(3):279-296

This study provides empirical support for the proposalthat student learning in higher education is affectednot only by prior subject knowledge and by approachesto learning but also by ability to deal with textgenre. It first explores how 22 higher degreestudents on a course in education understood selectedtext extracts from different genres when reading attheir own pace under conditions expected to promotethorough understanding. After reading a text eachstudent wrote answers to a set of questions abouttheir reading and understanding of the text. Intape-recorded discussion with another reader of thesame text they then looked for similarities anddifferences between their responses. They laterreported on their feelings about the task and text. Understandings were found to vary between readers ofthe same text, difference being largely attributed bythe students to difficulty with the language andstructure of the texts in terms which pointed to thegenre. Considerable anxiety about difficulty anddifference in understanding was partly allayed throughdiscussion, but understanding was not much furthered. Most students felt that more work on the texts wouldbe fruitful.In a second part of the study a further 39 studentsfrom a new intake to the same course were asked abouttext types in their recommended and actual coursereading. The types they reported as most frequentlyrecommended were also felt to be the most difficultfor reasons to do with text genre. They were alsothose from which the earlier text extracts had beendrawn. Theoretical and practical issues arediscussed.  相似文献   

Cognitive implications of learning to read     

Hazel Francis 《Interchange》1987,18(1-2):97-108

This paper explores possible cognitive consequences of the experience of learning to read. Whilst it is written mostly with young learners in Europe and N. America in mind, much may also bear on the experience of learning later in life and in different cultural contexts. The perspective is intentionally broad, recognizing that literacy has complex social and personal significance and arguing that the conditions of learning combine with the degree of technical mastery to affect thinking powers and conceptions of language, of learning, and of authority. Reference is made to existing literature on learning to read, but much of the argument opens up issues for further exploration rather than demonstrating effects with any certainty.  相似文献   

Who is afraid of the big bad CD–ROM?     

Hazel K. Bell 《Learned Publishing》1995,8(1):49-51

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Truth and honesty in editing and publishing     

Hazel K. Bell 《Learned Publishing》1995,8(4):246-247

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Serial selection and de–selection: how libraries decide     

Hazel K. Bell 《Learned Publishing》1996,9(1):31-32

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Legal deposit in Euston Street     

Hazel K. Bell 《Learned Publishing》1991,4(4):207-214

Gives an account of the history of legal deposit in Britain, and describes the policies and operation of the present Copyright Libraries Agency.  相似文献   

Special Education in South Africa     

Mervyn Skuy  Hazel Partington 《International Journal of Disability, Development & Education》1990,37(2):149-157

THE APARTHEID POLICY in South Africa has legally separated its 35 million inhabitants into four official racial groups. Political power and privilege have been vested entirely in the white group (i.e., 14% of the population), while the blacks are sociopolitically disadvantaged. The systems of education and special education strikingly reflect, and are a product of the divided, inequitable society. The majority of black South African students are academically retarded due to the inadequacy and inequity of the educational and sociopolitical system. Moreover, facilities for black handicapped children both within and outside the mainstream are extremely limited. For whites, there are far better facilities for disabled children, but their education system tends to be conceptually antiquated and narrow‐minded. The past decade has seen some improvements in the provision of special education facilities and in the approach to education generally. Significant political changes are now occurring in 1990, which are heralding the downfall of the apartheid system and are likely to produce a major overhaul of the education and special education systems for all children. However, the enormity of numbers involved remains a major problem and calls for innovative solutions.  相似文献