Book notes     

Sylvan G. Feldstein  Barbara R. Heller  Lawrence J. Barnett 《The Urban Review》1969,3(3):40-40

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REPORT OF MEDICAL LIBRARY EXCHANGE 1929-30     

Lawrence EB 《Bulletin of the Medical Library Association》1930,19(1-4):14-15

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Sociopolitical development of private school children mobilising for disadvantaged others     

Darren Hoeg  Nathalie Lemelin  John Lawrence Bencze 《Cultural Studies of Science Education》2015,10(4):1155-1174

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The emergence of a knowledge-based theory of internationalisation     

Lawrence S. Welch 《普罗米修斯》2015,33(4):361-374

This paper charts the development of the knowledge-based theory of internationalisation, driven particularly by early research at the University of Uppsala, led by Sune Carlson. Information and knowledge, allied with an interest in the associated effect on risk and uncertainty, were components of a process perspective. Its essence was a focus on the restraining effects of a lack of knowledge as decision-makers contemplated international market entry or expansion requiring a commitment of resources in various forms, in different types of foreign operations (such as exporting, licensing and foreign direct investment). Lack of knowledge of a prospective foreign market (of its characteristics, culture, ways of doing business) was seen to create uncertainty so that firm decision-makers would be less prepared to commit resources. This situation was bound to change as a firm conducted operations in the foreign market and acquired experiential knowledge (learning by doing), which made the foreign market less of a mystery, in the process lowering uncertainty. As the learning process unfolded, and expanded opportunities were perceived, at some stage the firm might be prepared to undertake additional commitments to the foreign market. Empirical research at Uppsala, and in Finland, had shown a pattern of gradual expansion of foreign commitments by internationalising firms. In terms of theoretical development, a key step was relaxation of the assumption of perfect knowledge used in economics (not without critique), noted by Don Lamberton in 1974. Following the development of internationalisation theory in the 1970s, there was a range of extensions to the basic theory, such as the role of networks, the nature of inward–outward connections, and the need for knowledge to pass over language hurdles in the process of international transmission – within and outside the firm. In one sense, the internationalisation of companies was a perfect research site for an exploration of the role of information and knowledge in firm behaviour, given the additional exigencies of the diverse and demanding information environment that is the international arena.  相似文献   

Child Maltreatment and Children's Developmental Trajectories in Early to Middle Childhood          下载免费PDF全文

Sarah A. Font  Lawrence M. Berger 《Child development》2015,86(2):536-556

Associations between experiencing child maltreatment and adverse developmental outcomes are widely studied, yet conclusions regarding the extent to which effects are bidirectional, and whether they are likely causal, remain elusive. This study uses the Fragile Families and Child Wellbeing Study, a birth cohort of 4,898 children followed from birth through age 9. Hierarchical linear modeling and structural equation modeling are employed to estimate associations of maltreatment with cognitive and social‐emotional well‐being. Results suggest that effects of early childhood maltreatment emerge immediately, though developmental outcomes are also affected by newly occurring maltreatment over time. Additionally, findings indicate that children's early developmental scores predict their subsequent probability of experiencing maltreatment, though to a lesser extent than early maltreatment predicts subsequent developmental outcomes.  相似文献   

Are Letter Detection and Proofreading Tasks Equivalent?     

Jean Saint-Aubin  Marie-Claire Losier  Macha Roy  Mike Lawrence 《Scientific Studies of Reading》2015,19(2):145-165

When readers search for misspellings in a proofreading task or for a letter in a letter detection task, they are more likely to omit function words than content words. However, with misspelled words, previous findings for the letter detection task were mixed. In two experiments, the authors tested the functional equivalence of both tasks. Results reveal similar patterns of omissions for both search tasks when misspellings were produced by substituting one letter for another: There were more omissions for function words than for content words. However, when two letters were transposed, differences between the two tasks emerged. It is possible to conclude that letter detection and proofreading are based on common cognitive processes but the nature of the target can modulate the effects. Results are interpreted in light of the attentional disengagement model and the guidance organization model of the missing-letter effect.  相似文献   

Visualizing statistical edutainment: What you see is what you get     

Lawrence M. Lesser  Dennis K. Pearl 《Teaching Statistics》2023,45(3):131-142

Concepts of data visualization are explored using statistics educational fun items and illustrated by sharing results from the experiment we conducted on cartoon captions.  相似文献   

Educational television and its role in developing countries     

Lawrence J. Lawler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(3):326-336

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The Silents of God: Selected Issues and Documents in Silent American Film and Religion, 1908–25 by Terry Lindvall and Sanctuary Cinema: Origins of the Christian Film Industry by Terry Lindvall     

John Shelton Lawrence Emeritus 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):263-265

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What if best practice is too expensive? Feedback on oral presentations and efficient use of resources     

Lawrence A. Leger  Karligash Glass  Paraskevi Katsiampa  Shibo Liu  Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346

We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes.  相似文献