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John R. Garrett 《Publishing Research Quarterly》1991,7(4):13-20
This article focuses on several conceptual and structural issues that are central to copyright compliance in the electronic
age. It presumes the development of a national electronic network for storing, organizing, accessing, managing, and charging
for information. The article first discusses the implications of constructing a comprehensive electronic “highway,” or Digital
Library System (DLS), which would link information to the widespread community of users. It then presents the ramifications
of a highly decentralized set of subsystems serving rights holders and users, linked by protocols established by the DLS.
A discussion of the implications of digital interchangeability for copyright follows. The article ends with an analysis of
alternatives to existing intellectual property rights conveyance systems, and concludes that current ownership structures,
and systems for conveying rights and royalties, will remain the foundation for copyright in the electronic world.
This article appeared in a slightly different form in theProceedings of the Twelfth National Online Meeting—1991, and is published here with the permission of Learned Information, Inc., Medford, N.J. 相似文献
34.
Anthony H. R. Chittenden 《Pastoral Care in Education》2002,20(1):3-10
Through the employment of a hybrid research model blending concept mapping and stimulated recall methodologies, this study explored the nature of a Pastoral Care Teacher's theory of action; the relationship between those beliefs and ideals and interactive thinking; and specific actions in effectively teaching a Pastoral Care issue. In undertaking the research a group of Year Eight boys at the Anglican Church Grammar School (Churchie) provided the context. The study shows that: (i) the teacher possessed a broad knowledge and understanding of the nature of Pastoral Care at Churchie; and (ii) the lessons undertaken, the pedagogy employed, and the knowledge elicited closely resembled the teacher's philosophies and thinking. 相似文献
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The purpose of this study was to describe the development of elementary students' skill in making predictions and of their understanding of what predicting means. The study involved observing and assessing the performance of 167 children on the Physical Manipulation Test (PMT), a test involving the manipulation of science materials and equipment. Children were interviewed about what they understand predicting to mean, how they use it at school and at home, and why they think it is important. For each of the seven topics tested, even the youngest children were able to offer predictions. Accuracy varied with the topic, increasing between Grades 1 and 4 and leveling off after that. The increase in skill involved children's growing ability to attend to patterns discerned through their own observations. Four levels in the development of predicting skill, as it relates to particular topics, are described. Children's understanding of predicting showed steady improvement through Grade 6. Children's awareness of their use of predicting at school and at home, and their ability to explain the importance of predicting, also increased through Grades 1 to 6, with a spurt at Grade 4. Children understood predicting to be an internal process in which one uses knowledge to anticipate a future event; they regarded predicting as an important way of being intellectually involved with the world. 相似文献
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W. A. HART 《Journal of Philosophy of Education》1993,27(1):17-27
The project of studying children in order to understand them, which lies at the heart of contemporary thinking about children and their education, is misconceived. It rests, jrst of all, upon a false belief that we can only come to know something properly by deliberately and systematically pursuing knowledge of it. Secondly, it offers a paradigm of knowing children which justifies parents and teachers in not giving themselves to children. By re-interpreting the problems that adults experience with children as technical, as arising from lack of information about them, it ignores the personal and moral dimension of adults' relations with children and thus further alienates them from one another. 相似文献
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