Piaget, Meet Lilly: Understanding Child Development through Picture Book Characters

Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth–2 years) to early childhood (2–6 years). Twenty-four suggested titles accurately narrate and illustrate early development.     

电饭锅保温时谁放热

沪科版初中物理教材第二册151页第七题“图20—19是电饭锅的电路图，S是温控开关，R1、R2是电阻丝．断开或闭合开关S，可选择电饭锅处于‘加热’或‘保温’状态．问：当开关S断开时，电饭锅是处于何种状态?试说明理由．”     

植物的秘密

金色的秋天,是收获的季节,也是一个变幻莫测、扑朔迷离的季节。如果你注意观察植物的叶子,一定会看到：随着气温的逐渐转凉,有些叶子也会由绿变黄,由黄变红——一个五彩缤纷的叶子世界,就展现在你的面前啦。     

成功的秘诀

有学生问大哲学家苏格拉底,怎样才能学到他那般博大精深的学问.苏格拉底听了并未直接作答,只是说:今天我们只学一件最简单也是最容易的事,每个人把胳膊尽量往前甩,然后再尽量往后甩.苏格拉底示范了一遍,说:从今天起,每天做300下,     

The secret between storytelling and retelling: tea,school, & narrative

In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.     

形容词化的分词怎么用

部分分词已经转化为形容词,失去动作感,仅表示状态,用以描述特征或性质,单独出现,或以短语形式出现,或与介词结合形式出现,可用作状语、表语、定语和补语。 一、用作状语 非谓语动词作状语表示状态时,只能选用过去分词形式,可用作方式状语、伴随状语、原因状语等,有两种呈现方式。     

侵犯商业秘密罪若干问题研究

在大力提倡知识经济的今天,商业秘密作为企业的一种无形资产,越来越受到企业的重视。本文针对我国刑法规定的侵犯商业秘密罪,在理论及实践上的几个疑难问题,提出了自己的看法。     

中原突围保存兵力考证

在过于能关中原突围的研究成果里，对突围前后及最终保存兵力数量尚无统一而可信的说法，本运用翔实可靠的材料，通过动态考察，对各家说法进行了比较分析和推理判断，得出保存兵力的准确数字，从而为实事求是地评价中原突围提供了重要依据。     

关于Feigenbaum图中的暗线

研究了一种根据Feigenbaum图中的暗线求周期窗口的新方法．这种方法比献[5]中的方法更简单易行，且更有利于计算机编程。     

谈图书馆计算机数据的安全问题

计算机的广泛应用使图书馆的工作效率得到很大的提高,但同时也带来了计算机系统的安全问题.为了保护计算机系统中最重要的数据资源,图书馆必须加强计算机数据安全工作,采取有效措施保护各种计算机数据.     

高效团队之“秘诀”

为了创建一支高绩效的团队，管理层应该努力营造一种支持性的人力资源环境，包括：倡导成员多为集体考虑问题，留下足够多的时间供大家交流，以及对成员取得成绩的能力表示信心。这些支持性的做法帮助组织向团队合作迈出了必要的一步，因为这些步骤促进了更深一步的协调、信任和彼此之间的欣赏。     

《兄常劝弟奉修三宝,弟不敬信,兄得生天缘》校注

本文主要对《兄常劝弟奉修三宝,弟不敬信,兄得生天缘》进行了校录和注释.     

秘密侦查中隐私权的保护

科技不断的发展,犯罪分子的犯罪手法也在不断科技化,对犯罪分子的打击造成了困难,这时就需要通过科学技术,提高侦查能力,这便是秘密侦查,也可以称之为技术侦查。但是秘密侦查隐秘性高,对公民的隐私权发生了冲突,我们需要找到一个既能打击犯罪又能保护公民隐私的中间点,应该建立审查隐私权的程序,对公民隐私起到一个保护作用。     

京都兴圣寺现存最早的《大唐西域记》抄本

文章介绍了日本京都兴圣寺现存的<大唐西域记>抄本,并与今存的其他各种版本的<大唐西域记>进行了对比研究,认为兴圣寺所藏抄本为存世最早.     

Learning from video modeling examples: Content kept equal,adults are more effective models than peers

Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that (perceived) similarity between learners and the model in terms of age or expertise moderates the effectiveness of modeling examples. Findings have been mixed, however, possibly because manipulations of MOS were often associated with differences in example content and manipulations of (perceived) expertise confounded with age. Therefore, we investigated whether similarity with the model in terms of age and putative expertise would affect cognitive and motivational aspects of learning when the example content is kept equal across conditions. Adolescents (N = 157) watched a short video in which a peer or adult model was introduced as having low or high expertise, followed by two video modeling examples in which the model demonstrated how to troubleshoot electrical circuit problems. Results showed no effects of putative expertise. In contrast to the MOS hypothesis, adult models were more effective and efficient to learn from than peer models.     

A Critical Pedagogy of Ineffability: Identity,education and the secret life of whatever

Abstract

In this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a detour into Agamben’s general philosophical project. I propose that, for critical pedagogy to take whatever singularity seriously, it must uphold a respect for the ineffability of being, which entails in part the suspension of dialogue. To help flesh out what I mean by this proposal, I turn to a fragment of Lyotard’s philosophy and his critique of democracy. I conclude by addressing a pressing ontological critique of Agamben, which leads me to argue for a materialist appropriation of the figure of whatever singularity, one that is held in tension with ontological concerns of identity.