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排序方式: 共有256条查询结果,搜索用时 46 毫秒
51.
This study explores how organizational members with disabilities experience and manage organizational assimilation in the workplace. The organizational socialization model was used to initially analyze participants' assimilation experiences and co-cultural theory was used as a framework for examining how participants negotiate assimilation. Interviews with 24 participants with physical disabilities were analyzed. Results illustrate a dynamic and difficult process of managing and negotiating assimilation, using a variety of communication strategies such as accommodation (attempts to keep some cultural identity) and assimilation (attempts to conform), as opposed to separation (rejecting common connection with dominant members and bonding only with co-cultural members). 相似文献
52.
Elizabeth L. Winter 《期刊图书馆员》2013,64(3-4):439-445
TRANSFER is an initiative of the UK Serials Group (UKSG) that seeks to address the issues that can arise when journals change publishers. The TRANSFER Code of Practice, first released in 2008, has made some important strides in improving the process by which journals transfer from one publisher to another. There is still much work to be done, and the TRANSFER Working Group is committed to continuing to develop and disseminate procedures and policies surrounding the transfer of journals between publishers so that the annual movement of journals causes less disruption for all parties involved. 相似文献
53.
Robert Winter 《Educational Media International》2013,50(4):178-180
Abstract The article describes the study undertaken of how to help disadvantaged teenagers by the Johann Jacobs Foundation of Switzerland and the Russell Sage Foundation of New York. It presents its conclusions, and the follow up of these during the European NetDays Awareness Week in October 1997. 相似文献
54.
Christine Winter 《International Studies in Sociology of Education》2013,23(2):153-175
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers. 相似文献
55.
This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research. 相似文献
57.
58.
Christine Johnson Marsha Ironsmith Charles W. Snow G. Michael Poteat 《Early Childhood Education Journal》2000,27(4):207-212
Research on the relation between social behavior and peer acceptance in preschool children and the long-term consequences of peer acceptance or rejection is reviewed. Preschool children who exhibit aggressive behavior tend to be rejected by peers at an early age and these first impressions have a lasting effect on peer acceptance, in spite of subsequent changes in the child's behavior. Social behaviors that are related to peer popularity vary by age and sex. Children who experience high levels of peer acceptance in preschool and who have friends entering kindergarten with them make a better adjustment to school. Recommendations for fostering social development in preschoolers are discussed. 相似文献
59.
Mario Winter 《Informatik - Forschung und Entwicklung》2000,15(3):121-132
Zusammenfassung. Bei der iterativen, inkrementellen Software-Entwicklung werden Klassen sukzessive spezifiziert, implementiert bzw. ge?ndert
oder erweitert, klassengetestet und zu einem ausführbaren Anwendungssystem integriert. Integrations- und Regressionstest stellen
dabei besonders wichtige und h?ufig ausgeführte Testaktivit?ten dar, die zudem aufgrund der vielf?ltigen Interaktionsm?glichkeiten
in objektorientierten Programmen sehr komplex sind. Integrations- und Regressionstest werden in der Literatur stets separat
behandelt, obwohl sie durchaus ?hnliche Teilaktivit?ten beinhalten. Bestehende Ans?tze zum objektorientierten Integrationstest
betrachten entweder strukturelle oder verhaltensorientierte Systembeschreibungen. In diesem Beitrag stellen wir das Klassen-Botschaftsdiagramm
(KBD) vor, ein Struktur und Verhalten objektorientierter Programme gleicherma?en berücksichtigendes interaktionsbasiertes
(Test-)Modell. Wir skizzieren Algorithmen zur ?nderungsanalyse, Ableitung einer Integrationsstrategie und Auswahl von Regressionstestf?llen
nach der Modifikation bestehender Klassen. Abschlie?end werden die Ergebnisse einiger mit Smalltalk-80 Klassen durchgeführter
Experimente zur Evaluierung des Verfahrens vorgestellt.
Eingegangen am 14. Dezember 1999 / Angenommen am 19. Juni 2000 相似文献
60.