Hugh Torrens,The Practice of British Geology, 1750–1850. Aldershot: Ashgate, 2002     

Taylor  Kenneth L. 《Metascience》2003,12(3):438-442

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There’s something about Mary: The moral value of things <Emphasis Type="Italic">qua</Emphasis> information objects     

Kenneth?Einar?HimmaEmail author 《Ethics and Information Technology》2004,6(3):145-159

Luciano Floridi argues that every existing entity is deserving of at least minimal moral respect in virtue of having intrinsic value qua information object. In this essay, I attempt a comprehensive assessment of this important view as well as the arguments Floridi offers in support of it. I conclude both that the arguments are insufficient and that the thesis itself is substantively implausible from the standpoint of ordinary intuitions.  相似文献   

Chips,tags and scanners: Ethical challenges for radio frequency identification     

Dara J. Glasser  Kenneth W. Goodman  Norman G. Einspruch 《Ethics and Information Technology》2007,9(2):101-109

Radio Frequency Identification (RFID) systems identify and track objects, animals and, in principle, people. The ability to gather information obtained by tracking consumer goods, government documents, monetary transactions and human beings raises a number of interesting and important privacy issues. Moreover, RFID systems pose an ensemble of other ethical challenges related to appropriate uses and users of such systems. This paper reviews a number of RFID applications with the intention of identifying the technology’s benefits and possible misuses. We offer an overview and discussion of the most important ethical issues concerning RFID, and describes and examine some methods of protecting privacy. Norman G. Einspruch serves as a consultant to several high-technology companies, one of which is in the RFID components and systems business.  相似文献   

Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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A prototype grammar kit in PROLOG     

Kenneth M. Kahn 《Instructional Science》1984,13(1):37-45

This article presents a prototype of a computerized grammar kit written in PROLOG and implemented on a LISP machine. The kit consists of tools and examples intended to be used by children interested in exploring language. A grammar written in PROLOG using this tool kit can be used not only to parse, but also to generate, sentences. A serious shortcoming of PROLOG for children is that when a program misbehaves one must understand its complex operational semantics. A major tool in the grammar kit to alleviate this problem is a dynamic graphical tracer which uses a backtracking turtle. This allows the user to see a parse tree as it is being built and, as a side-effect, gives a better understanding of PROLOG's chronological backtracking.The research reported herein was supported by the Swedish Board for Technical Development (STU) and Atari Research, Cambridge, Massachusetts.  相似文献   

Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1     

Riitta Virinkoski  Marja-Kristiina Lerkkanen  Leena Holopainen  Kenneth Eklund  Mikko Aro 《Early Childhood Education Journal》2018,46(5):497-509

The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula.  相似文献   

Exploring the boundaries: A study of multiple classroom learning environments     

Dr Stephen M. Ritchie  Kenneth Tobin  Karl S. Hook 《Research in Science Education》1995,25(3):307-322

The study of learning environments has developed into a productive field of research in science education. Initially, the design and application of classroom perceptual measures of particular dimensions of science classrooms attracted much attention. More recently, such instruments have been used alongside of qualitative techniques to provide a richer understanding of sub-environments. We continue this trend in the present interpretive study by exploring the nature of multiple environments within a middle school classroom from the different perspectives of teacher, student and participant observer. In particular, we examine the activity settings of lectures and group work, as well as the issues of learning and assessment. We conclude by arguing that teachers need to adopt procedures that enable them to identify and plan for multiple environments.  相似文献   

Parental Beliefs about Problematic Social Behaviors in Early Childhood   总被引：3，自引：0，他引：3  

Rosemary S. L. Mills  Kenneth H. Rubin 《Child development》1990,61(1):138-151

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Effect of cues on object naming in first-grade good and poor readers     

Hyla Rubin  Susan Bernstein  Robert B. Katz 《Annals of dyslexia》1989,39(1):116-124

Object-naming deficits in children with reading problems may be due to deficiencies in either the phonological stage of processing or the semantic stage. The present study approached this issue by manipulating the type of cue given (semantic or phonetic) when object drawings were not named correctly by first-grade children. Although the children who were poor readers named significantly fewer objects than the good readers, both groups of children benefited from phonetic cues. In contrast, semantic cues had relatively little effect. These results support the view that difficulty on object naming is more likely related to phonological deficiencies.  相似文献   

Correction to: Educational Psychology Early Career Award Winners: How Did They Do It?     

Kiewra  Kenneth A.  Luo  Linlin  Flanigan  Abraham E. 《Educational Psychology Review》2021,33(4):2019-2019

Educational Psychology Review -  相似文献