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A R Favazza 《Bulletin of the Medical Library Association》1966,54(2):138-141
Most of the literature on bibliotherapy has been nonscientific, because of the too broad use of the term "bibliotherapy." The author proposes, for the sake of clarification in the literature, that "bibliotherapy" be defined as a program of selected activity involving reading materials which is planned, conducted, and controlled under the guidance of a physician as treatment for psychiatric patients and which uses, if needed, the assistance of a trained librarian. Bibliotherapy, then, falls into three categories: books prescribed for a patient, books selected by a patient, and group discussion of books. Bibliotherapy may be helpful by facilitating abreaction, projection, narcissistic gratification, verbalization, constructive thinking between interviews, and reinforcement of social and cultural patterns. Bibliotherapy is probably indicated in self-motivated neurotic patients who ask for helpful reading materials. Bibliotherapy offers no panacea, but with proper scientific study may help many patients. 相似文献
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Conclusion First year students in geography, biology and chemistry indicate many similarities in their expectation of university courses.
There are some interesting differences when categories of expectations are considered in isolation and when students are allowed
to choose in the ‘final four’ expectations test. Expectations of geography are quite definitely science oriented if one assumes
that a ‘practical’, ‘problem solving’ approach is inherently scientific. If these orientations are a consequence mainly of
experience, and this would seem to be very likely, then one needs to consider carefully the appropriateness of these orientations.
There are aspects of these results which should be of interest to curriculum developers and educators interested in a broad
evaluation of student goals.
Student's expectations emphasize knowledge, thinking skills, experimental work and related skills, as well as long term goals
and attitudes. There is certainly an element of general balance which must be heartening to those who might have had doubts
about the motivation of new university students. Students have expectations which indicate that they are aware of and presumably
value all four categories of goals. 相似文献
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In this paper we explain how and why a specific ethos of amateurism was portrayed and embodied by various groups comprising the Gaelic Athletic Association in Ireland throughout its history. Interestingly, the discourse pertaining to amateurism has at times been de-amplified, instead being superseded by the vilification of professionalism. Since the 1970s, both amateurism and professionalism have been imbued with new meanings and interpretations by different social groups comprising the organisation. In tandem with this, both the discourses of professionalism and amateurism have been increasingly amplified. We explain how the structure of competitive and cooperative interdependencies, the we-identifications, tensions and insecurities generated by these, between groups at different levels of integration – social class, national, inter-organisational and intra-organisational – underpin these social developments. 相似文献
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Paddy Walsh 《Educational Action Research》2013,21(1):189-191
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Paddy Dolan 《History of education》2016,45(5):530-546
Drawing on teaching manuals, government reports and school inspectors’ reports from the 1830s up to the early twentieth century, this paper traces the changing conceptual and social distance between childhood and adulthood in Ireland. Using Norbert Elias’s figurational approach, it is argued that children became increasingly involved in both unplanned civilising processes and deliberate civilising missions framed by state functionaries, religious elites and pedagogic experts. Young children were civilised in the broader context of unintentional, but ordered social processes developing over the course of the nineteenth century. While both pupils and teachers were at first addressed and depicted in similar ways, a growing social and cultural differentiation between adult and child gradually developed. This is related to the increasing status of teachers, their position as civilising agents of the state, and the gradual acceptance by elites that Irish teachers of humble social origins had become more emotionally self-controlled. 相似文献
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Magda Nikolaraizi Poonam Kumar Paddy Favazza Georgios Sideridis Dafni Koulousiou Ann Riall 《International Journal of Disability, Development & Education》2005,52(2):101-119
This study explores children's attitudes toward individuals with special needs in Greece and in the United States. A total of 196 kindergarten‐age children participated in the study. Children's attitudes were examined using the Acceptance Scale for Kindergartners‐Revised (ASK‐R) and were further explored with the use of an open‐ended interview. In addition, the Inventory of Disability Representation (IDR) was used to collect information about how individuals with special needs are represented in school and classroom environments through books, displays, materials and curriculum. The results indicated that children in Greece and the United States were accepting of individuals with special needs. Also, children attending inclusive kindergartens held more positive attitudes when compared with children attending non‐inclusive kindergartens. Results from the interviews provided further information that contributes to the understanding of children's perceptions of people with special needs and the reasons why children become more or less favourably disposed towards individuals with special needs. Finally, IDR results indicated that the classrooms in Greece had low representations of individuals with special needs compared with US classrooms, which had moderate and high representations of individuals with disabilities in the classroom and school environments. 相似文献
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Paddy Scannell 《Critical Studies in Media Communication》2016,33(5):468-472
ABSTRACTIn this personal essay I remember Stuart Hall and evaluate his contribution to the foundation of Cultural Studies. Some of his best-known written work comes out of the teacher–student interaction in the working environment of the seminar and classroom. Hall was a great teacher who inspired his students. This, I suggest, is the basis of his renown as a seminal figure in the emergence of Cultural Studies as the global field of inquiry that it is today. 相似文献