Motion of a tiny tool thrown by an astronaut towards another astronaut inside a spinning space vehicle in a state of free fall revisited

A space vehicle rotating with a uniform angular velocity about a vertical axis fixed to it is falling freely vertically downwards, say, with its engine shut off. It carries two astronauts inside it. One astronaut throws a tiny tool towards the other astronaut. The motion of the tiny tool with reference to a rotating frame rigidly fixed to the space vehicle, i.e., relative to the astronauts, is considered. Second-order differential equations of its motion instead of fourth order [1] are obtained and are completely solved with exposure of a subtle method of solution, from pedagogic viewpoint utilizing the relevant initial conditions of its projection. Under certain conditions of projection of the tiny tool, it is established that it begins to float in the space inside the vehicle after describing an analytical maximum distance. The position and velocity of the tiny tool at any instant of time with reference to an inertial frame defined by the non-rotating frame initially coincident with the rotating frame at the time of projection of the tiny tool, are also found out. Finally two numerical examples are given.     

Computer-assisted argument mapping: a <Emphasis Type="Italic">rationale</Emphasis> approach

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper outlines the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development.     

Educational software usability: Artifact or Design?

Online educational technologies and e‐learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e‐learning tool success is based on more than just user satisfaction and preliminary learning outcomes—rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e‐learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e‐learning tool success. To assess the usability of an e‐learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e‐learning tool use is essential in ensuring e‐learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e‐learning tool's life cycle. Anat Sci Educ 10: 190–199. © 2016 American Association of Anatomists.     

Design and Development of a Multimedia Educational Tool for Interactive Visualization and Three-Dimensional Perception of Vibrational Spectra Data of Molecules

In this paper the design and development of 3DNormalModes, an educational tool for interactive visualization and three dimensional perception of vibrational spectra data of molecules is presented. The details of the architecture of the tool and its functionality are described. Means of application in chemical education at university level are discussed. A pilot study summarizes the strengths, the educational value and the possible extensions of the system.     

Challenging an Idea Whose Time Has Gone

In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.     

Homemade PowerPoint Games: Game Design Pedagogy Aligned to the TPACK Framework

While researchers are examining the role of playing games to learn, others are looking at using game design as an instructional tool. However, game-design software may require additional time to train both teachers and students. In this article, the authors discuss the use of Microsoft PowerPoint as a tool for game-design instruction and the philosophical justifications for its use. They examine the research that has been conducted using homemade PowerPoint games in the classroom and detail how the implementation of the games has evolved in a manner that reflects the Technological Pedagogical Content Knowledge framework.     

A Web adaptive educational system for people with hearing difficulties

In this paper we present a web adaptive educational tool for the Greek Sign Language. The design and the implementation of the tool were partially funded by national bodies. The paper presents the architecture of the tool, in an abstract way and briefly describes its functionality. The interaction process followed is also presented.     

Weblog:网络时代的个人学习工具

学习化社会中,学习是一种终身性的连续的活动,是一种个人的责任。随着计算机和网络的应用在人们生活中的不断深入,如何利用计算机和网络进行更有效的个人学习,如何使学习化社会真正成为一种现实成为了人们关注的焦点。新一代的网络工具 Weblog(博客)是一种理想的个人学习工具。本文对 Weblog 进行了简介,然后从四个方面论述了 Weblog对个人学习的有效支持,最后简要叙述了 Weblog 的不足和创建方法。     

墨家逻辑产生与作用机理探析

百家争鸣和科学认识是墨家逻辑的产生基础和作用对象，探析墨家逻辑产生和作用的机理，是墨家逻辑研究的重要课题，有助于理解它产生的必然性和作为求真工具的科学价值。     

A Scale for Evaluating Practicum Students in Counseling and Supervision

This article presents an instrument, the Counselor Evaluation Rating Scale, which can be used as an aid in the systematic evaluation of a student counselor in a supervised counseling experience. Development of the CERS and its reliability are discussed. Some suggestions are offered as to how the instrument can serve as a useful tool for supervisors when faced with the task of conceptualizing and communicating an evaluation.     

From Ends to Causes (and Back Again) by Metaphor: The Paradox of Natural Selection

Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also employ it as an educational tool to inform his contemporaries about his findings. Moreover, by using the metaphor Darwin was able to bring his theory in accordance with both the dominant philosophy of science in his time and the respected tradition of natural theology. However, as he introduced his theory of evolution by natural selection in On the origin of species in 1859, the metaphor also turned out to have a serious downside. Because of its intentional overtones, his contemporaries systematically misunderstood his metaphor not as a natural mechanism causing evolution to occur but as an agent who works towards particular ends. The difference in success between natural selection as an epistemic tool and its failure as an educational tool is labelled as a paradox. We explain the paradox from a cognitive perspective and discuss the implications for teaching evolution.     

大学语文教学与人文精神培育之我见

语文作为一门独立的学科，它是工具性和人文性的统一，在大学语文教学过程中，既要注重它的“工具性”。又应该注重教学中发掘培育当代大学生人文精神教育的因素。     

高中数学课程教材与信息技术整合研究与实验

信息技术是数学教学中不可替代的强有力的认知工具,对学与教产生了深刻影响,不仅是强大的作图、运算工具,而且是构建“多元联系表示”的教、学环境的有力工具,是提供数学实验及其他数学实践活动的强有力手段,能极大促进数学思维。要利用信息技术,通过适当的操作、探究、实验、交流、归纳、概括等活动,在教材中展示数学的“再创造”过程,使自主探索、实践操作、交流互动等学习方式得到具体体现,在强化学生理解数学本质、掌握数学基础的同时,促进学生的数学“发现”和“创造”,发展应用意识。     

动词“打”的论元结构和句法特点

汉语动词“打”的义项繁多。它的主要义项有三：1.“用手或器具撞击物体”；2.“器皿、蛋类等因撞击而破碎”；3.“殴打、攻打”。由于各个义项的论元结构不完全相同，它们的句法特征亦有较大差异，尤其是“打”的第二个义项出现了作格动词和及物动词交替的现象，而作格动词又与被动句中相应动词的句法特点有很大区别。了解这些复杂因素，有助于“词库”理论的建构。     

社会性软件——网络教研的有效工具

随着教育信息化的发展,网络教研成为一种重要的教研形式.如何发挥网络教研的优势是提高教研质量的关键.社会性软件是网络上实现“人与人交互”的重要工具,是显性知识管理和隐性知识转化的有效平台,它改变了知识传播的方式.在网络教研中,社会性软件的应用有利于教师进行教学反思和教育叙事研究,有利于教师专业化发展,有助于发挥网络教研的优势,使每个教师都成为教育的研究者.     

Design and Development of a Bilingual Multimedia Educational Tool for Teaching Chemistry Concepts to Deaf Students in Greek Sign Language

In this paper the design and development of a multimedia system which serves as a bilingual chemistry educational tool for deaf students is presented. Details of the architecture of the tool, its functionality and formative evaluation results are also presented. Furthermore the process to arrive at the chemistry terminology in Greek Sign Language used throughout the tool is briefly described.     

浅谈数学物理方法的教学改革

数学物理方法是物理系物理学专业的一门重要的基础课,为后续专业课程提供了必要的数学工具。该文提出了如何在数学物理方法教学中进行教学改革,以得到更好的教学效果。     

Ten Essential Questions Educators Should Ask When Using Video Annotation Tools

The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the “right” tool can have an impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present ten guiding questions for making an informed choice about which video annotation tool will best suit each individual situation.