A genetic approach to persuasion

In this reconsideration of social knowledge, an attempt is made to resolve ambiguities related to the original project. Three regions of dispute fostered by the initial essay are examined and explained: first, the definition of social knowledge; second, the issue of form; third, the problem of normative impact.     

翻译与说服:一个全新的翻译研究视角

文本从亚里士多德古典修辞学和传播学现代说服理论出发,将修辞学、传播学与翻译学相结合,揭示了翻译研究的一个全新视角,即:将翻译看作是译者通过译本说服读者的过程。有说服力的译本,才能被读者接受,受到普遍的欢迎和认可,并获得广泛的流传。同时,文章提出了影响翻译说服力的四个因素,译者因素、受众因素、译本因素和译境因素。翻译说服仅是一个全新的理论,有待于不断地发展和补充。     

巧用土豆定性和定量探究渗透现象

渗透现象是高中生物学教材必修1“物质的跨膜运输实例”一节中的重要内容,也是细胞吸收水分的重要过程。本文以土豆这种常见的蔬菜为实验材料,通过定性和定量研究方式来展现水分子的渗透作用,从而使学生能够从深层次角度理解渗透现象的本质。     

No name,no game: Challenges to use of collaborative digital textbooks

Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.     

A footnote in the psychology of persuasion

The rhetorical problem of concretizing the ideal is explored via the relationship between form and fact in Richard Weaver's theory of truth. The investigation reveals that reliance on analogic form permits Weaver's arguments to function externally as if empirically grounded and internally in the analytic fashion of logico‐mathematical reasoning. Explication of Weaver's rhetorical method suggests that analogic structure, example, and analogy are fundamental ways of rhetorical knowing.     

化学试剂的绿色化使用

针对化学实验存在的问题,从化学试剂使用的角度,采取有效措施,规范试剂的存放管理与申购领用制度,加强试剂的使用管理,提高试剂的有效利用率,以达到防止化学试剂不合理消耗和减少对环境污染的目的,实现化学试剂使用的"绿色化".     

Emotions as a lens to explore teacher identity and change: A commentary

Change is pervasive in our schools, yet little information exists about its impact on teacher perceptions and behavior. From a variety of theoretical and methodological perspectives, emotional reactions to reform and change are explored as they relate to the participants’ professional and personal identity. When confronted with the ambiguity and uncertainty of change, these emotional reactions influenced their risk taking, learning and development, and identity formation. Overall, the authors demonstrate that emotions are a key component of teachers’ lives and underscore the need for acknowledging them when planning and implementing school reform.     

The use of computer games as an educational tool: identification of appropriate game types and game elements

Playing games is an important part of our social and mental development. This research was initiated to identify the game type most suitable to our teaching environment and to identify game elements that students found interesting or useful within the different game types. A group of twenty students played four commercial games (SimIsle, Red Alert, Zork Nemesis and Duke Nukem 3D). Results suggest that students prefer 3D-adventure (Zork Nemesis) and strategy (Red Alert) games to the other types ("shoot-em-up", simulation) with Zork Nemesis ranked as the best. Students rated game elements such as logic, memory, visualisation and problem solving as the most important game elements. Such elements are integral to adventure games and are also required during the learning process. We present a model that links pedagogical issues with game elements. The game space contains a number of components, each encapsulates specific abstract or concrete interfaces. Understanding the relationship between educational needs and game elements will allow us to develop educational games that include visualisation and problem solving skills. Such tools could provide sufficient stimulation to engage learners in knowledge discovery, while at the same time developing new skills.     

A secure base from which to explore close relationships

The theory of attachment as a secure-base relationship integrates insights about affect, cognition, and behavior in close relationships across age and culture. Empirical successes based on this theory include important discoveries about the nature of infant-caregiver and adult-adult close relationships, the importance of early experience, and about stability and change in individual differences. The task now is to preserve these insights and successes and build on them. To accomplish this, we need to continually examine the logic and coherence of attachment theory and redress errors of emphasis and analysis. Views on attachment development, attachment representation, and attachment in family and cross-cultural perspective need to be updated in light of empirical research and advances in developmental theory, behavioral biology, and cognitive psychology. We also need to challenge the theory by formulating and testing hypotheses which, if not confirmed, would require significant changes to the theory. If we can accomplish these tasks, prospects for important developments in attachment theory and research are greater than ever, as are the prospects for integration with other disciplines.     

From Best Practice to Best Fit: A Framework for Designing and Analyzing Pluralistic Agricultural Advisory Services Worldwide

Abstract

We assess the long-term effectiveness of outreach and education efforts associated with a water quality improvement project in a watershed located in northern Utah, USA. Conducted 15 years after the original project began, our research examines the lasting impacts of different extension activities on landowners’ motivations to participate and their awareness and understanding of the water quality problem. Data were gathered by reviewing annual project reports, interviewing project staff about outreach and education efforts, and conducting in-depth, semi-structured interviews with a majority of the farmers and ranchers who participated in the project. The findings suggest that landowners were motivated to participate in the programme more by practical farm and household considerations and available cost-share opportunities than by particular environmental concerns. Previous relationships between farmers and government programme staff and one-on-one visits with landowners played an important role in their decisions to participate, while demonstration projects and peer-to-peer social diffusion processes played a much smaller role than expected. Although participants had a good grasp of the project goals, they did not have a strong sense of ownership of the water quality problem. These results suggest that education and outreach approaches centred only on the environmental dimensions of conservation projects may be insufficient to motivate changes in conservation behaviour. The results also suggest that conventional outreach strategies often did not have their presumed impact on landowners.     

从会计信息失真角度谈权责发生制与现金流动制的运用

现金流动制是一个比权责发生制更为合理的确认基础。现金流动制若破解技术操作难题,对权责发生制进行补充和修正,更能确保会计信息质量,从而更好地满足企业内外部信息使用者的需要。     

Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag

In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.     

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

This study investigated the experiences of, and interactions between, participants of a Forum theatre workshop, which addressed the issue of the refugee child at school. Staged by a UK theatre company, whose actors had, in their own lives, experienced being homeless and/or refugees, the workshop was investigated as it was performed in three London secondary state schools. Findings revealed that the workshop was highly relevant to the students, reflecting moral dilemmas which they faced in their everyday lives, as they encountered refugee students at school. This interactive workshop gave them the opportunity to try out moral behaviour, which could potentially be applied to real-life situations. Students felt that the workshop enabled them to put themselves "in other people's shoes", both the fictional characters in the workshop as well as actual people they knew at school. The homeless and refugee histories of the actors themselves intensified the reality of the workshop experience. The Forum theatre workshop aimed to encourage the students to become moral agents in their own lives. However, its ability to do this was limited by the lack of both moral reflection upon the issues raised, and guidance in appropriate moral action following the workshop. This absence of follow-up relates to the fact that the workshop was perceived by teachers as a drama activity, and no attempts were made to address its moral content which, teachers felt, belonged to the domain of the Personal, Social and Health Education (PSHE) in the National Curriculum for England.     

Ambiguity as persuasion: The Vietnam Veterans memorial

Visitors to the Vietnam Veterans Memorial generally are deeply moved by it—regardless of their positions on the Vietnam War itself. In this essay, five visual features of the memorial are identified that enable it to appeal to virtually all visitors: (a) It violates the conventional form of war memorials; (b) It assumes a welcoming stance; (c) It provides little information to the visitor; (d) It focuses attention on those who did not survive the war; and (e) It generates multiple referents for its visual components. The effectiveness of the memorial suggests that it may serve as a model for contemporary anti‐war rhetoric.     

Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies

There is an urgency to improve source use among non-native speakers of English in the globalized era. This review examines problems and causes of second language (L2) English source misuse in the English as a Second Language (ESL) and English as a Foreign Language (EFL) environments, and proposes remedies for the problems. Thematic analysis resulted in issues related to L2 English misuse under the categories of (a) source use norms, (b) source use acquisition, and (c) ethical practice in L2 academic writing from 53 empirical studies. Furthermore, nine recommendations for L2 English source use pedagogy were derived to (a) ensure transparency in definitions, guidelines, and expectations, (b) build source use knowledge, and (c) engage L2 English writers in continuous practice and autonomous development of plagiarism avoidance. Finally, the authors provide an inter-relational network among the nine themes as well as suggestions for enhancing L2 source use policies and education among institutions and practitioners aiming to improve source use for L2 English writers.     

The principal game: A group consequence procedure to increase classroom in-task behavior

The effect of principal attention contingent upon team on-task performance was examined in an unruly fourth-grade class. In the first condition, principal attention was delivered through a game-like group consequence procedure referred to as the Princial Game. During the second experimental condition, principal attention was delivered to individual subjects contingent upon each individual's behavior. Principal attention was found to be a strong reinforcer in both experimental conditions, but ercentage of on-task behavior during team consequences was higher than during individual consequences.