Author's response     

Hugh Lacey 《Metascience》2000,9(3):334-338

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Museum Ethics: Edited and written in part by Gary Edson     

Hugh H. Genoways 《Curator: The Museum Journal》1998,41(4):282-284

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Tommy—the tragic case of the aging modernist     

Hugh Sockett 《Cambridge Journal of Education》1996,26(2):255-260

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Issues in Assessment,Enterprise and Higher Education: the case for self‐peer and collaborative assessment     

Hugh Somervell 《Assessment & Evaluation in Higher Education》1993,18(3):221-233

The debate surrounding assessment in education and the tensions it has caused is based upon conflicting ideologies in society. Enterprise in Higher Education and other initiatives have raised the awareness of staff to these issues and caused many of us to rethink the way in which we educate students. Changing the structure of assessment has enabled us to start adopting methods which are more student centred and appropriate to the demands of employers in particular and society as a whole more generally. There is a strong case for adopting a, more collaborative approach which breaks away from traditional norms and, while assessing students’ abilities in a summative sense, helps them to develop an awareness of their strengths and weaknesses in a formative way.  相似文献   

The information needs of occupational therapy students: a case study          下载免费PDF全文

Jane Morgan‐Daniel  Hugh Preston 《Health information and libraries journal》2017,34(2):165-170

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 (OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information‐seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students’ learning and evidence‐based research skills in preparation for clinical practice. The study was completed by Jane Morgan‐Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M.  相似文献   

Improving College Instruction     

W. Hugh Stickler 《College Teaching》2013,61(2):29-34

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Rights,Identities and Inclusion: European action programmes as political education \[1]     

Audrey Osler  Hugh Starkey 《牛津教育评论》2013,39(1-2):199-215

Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.  相似文献   

Judging debates     

Hugh Neal Wells 《Quarterly Journal of Speech》2013,99(4):336-345

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On repeated measures designs: Hierarchical structures and time trends     

R Hugh Morton 《Journal of sports sciences》2013,31(5):549-557

The basic anatomy of an experimental design is used as an expository introduction to the examination of several repeated measures experiments described in recent pages of this and other journals. This examination reveals problematic issues concerning some common design and analysis features of such experimental designs. In particular, the hierarchical structures and/or presence of time trends is highlighted. These issues are discussed in an attempt to assist researchers to recognize such problems, to avoid the associated difficulties in the future, and to exploit the advantages of sound design with appropriate, efficient and informative analysis. While alternate reanalyses of the data of these experiments might reveal the conclusions to be unaffected by such issues, researchers should still be cautious. In retrospect, such occurrences should be seen as fortuitous, not as justification for inefficient or less informative analyses. More importantly, such reanalyses could reveal more enlightening information, and I argue that if a design permits such information to be discovered, then it behoves researchers to perform such analyses and to make such discoveries.  相似文献   

Judging debates     

Hugh Neal Wells  J. M. O'Neill 《Quarterly Journal of Speech》2013,99(1):76-92

HANDBOOK OF SPEECH PATHOLOGY: Edited by Lee Edward Travis. New York: Appleton‐Century‐Crofts, 1957; pp. viii+1088. $12.00.  相似文献