A new approach to an old problem

Applying theories of cognition and affect that predict emotional responses to a stimulus on the basis of prior affect toward specific cues included in that stimulus, a study was conducted assessing individuals' fear and enjoyment reactions to horror films. Prior fear of specific cues included in each film was a significant predictor of overall fear reactions, after controlling for prior exposure to the film, fear of specific cues not included in the film, and manifest anxiety. Prior liking of specific cues included in each film did not emerge as a significant predictor of overall enjoyment. The contributions of gender and of level of forewarning about the film's content were also assessed.     

Killing the old myths: Positioning an instructional technology center for a new era in higher education

Summary In conclusion, consider that the best directors, the most successful ones, the most powerful ones, do not direct; they orchestrate and conduct. The most common gestures in conducting are circular. A symphony conductor works on a piece of music written by someone else, but the richness comes from the interpretation. Knowing the music is not enough. A conductor must exact the best performance from each player and each instrument. In a symphony, there is no center, no autonomy, no competing forces, only a seamless whole. How can you conduct your work to make your media center one player in the larger orchestra of your institution? How can you harmonize your role within the mission and needs of the university with the support of your clients and supervisors, create beautiful sounds together, get a solo once in a while, and hear a lot of applause? This article is adapted from a keynote address at the Fall conference of the Consortium of College and University Media Centers, Honolulu, HI, October 1991.     

三角函数的考查要点

一、考查三角函数的基本性质仍是重点 例1 已知函数f（x）=4cos xsin（x＋π/6）-1,     

Religious education in Greece: a new curriculum,an old issue

Religious Education (RE) in Greece is a compulsory school subject according the 2011 new framework for compulsory education, entitled ‘New School’. This article focuses on two statutory documents for RE, ‘The Curriculum for RE’ and the ‘The Teacher’s Guide for RE’, and the pilot scheme of the new curriculum running in school years, 2011–2014, in 188 schools (primary and secondary education). Findings of the research demonstrate that, though the revision seems inevitable, the pedagogical and theological dimension of the RE curriculum is radical as it is based on contemporary theories and methodologies of the construction of the curriculum and RE approaches. However, the article indicates constructivist and critical approaches to RE that influenced the change to an actual non-confessional compulsory subject and also highlighted the tension between an overall constructivist approach to learning and the traditional orthodox content of much of the curriculum. The author opens a discussion on problematic aspects that need to be taken in to consideration when revising the curriculum.     

一道推陈出新的好题

题目:由HCl、MgCl2、AlCl3组成的混合溶液1.0L,其中HCl 0.1mol·L-1、MgCl2 0.1mol·L-1、AlCl3 1mol·L-1.     

卡托普利原料药新工艺研究

以天然易得的L-脯氨酸为原料,经N-酰化,Baylis-Hillman反应,不对称氢化,巯基化等四步反应,高效地开发了一条不对称合成卡托普利的新方法,其化学结构通过IR和1H NMR进行了表征.     

Persuasion online or on paper: a new take on an old issue

Few, if any, studies have examined the persuasion process as it unfolds in the computer environments that are so popular in today’s educational settings. As such, the purpose of this study was to examine the extent to which students’ knowledge and beliefs and their reactions to the features of the articles would be differentially influenced as a result of reading traditional persuasive texts vs. online computerized persuasive texts. The results revealed that text presentations were effective at significantly modifying both, students’ knowledge and beliefs. However, students in the computerized text condition found the texts significantly more difficult to understand, less interesting, and the authors less credible. Implications for research and practice are forwarded.     

Spelling Dutch Doublets: Children's Learning of a Phonological and Morphological Spelling Rule

This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a morphological rule (doublets are spelled in past-tense forms). The results show that the youngest group of spellers identified by latent class analysis predominantly used an alphabetic strategy. They did not spell doublets at all. The latent class model further shows that the acquisition of phonologically determined spellings occurred at a lower average age than the acquisition of morphologically determined spellings. The latter led to overgeneralizations, and a U-shaped developmental pattern was found as a consequence of these overgeneralizations. Children over generalized doublets for different reasons. At younger ages, overgeneralizations of doublets occurred because children treated the doublet as a phonological alternative to the singleton, whereas at older ages, overgeneralizations of doublets were confined to homophones, indicating lexical effects.     

合作社式养老：农村养老模式的新尝试

我国农村逐渐走向老龄化阶段,农村养老问题日益凸现,传统的养老模式在日益走向开放的乡村里难以适应农村老龄化的挑战,但目前国家的基本养老保险又难以广泛覆盖广袤农村的情况下,迫切需要一种新的农村养老模式的尝试。本文从合作社式养老的可行性和建构等方面来寻求一种新的农村养老模式。     

Spelling Remediation: a single case study

An 11 year‐old spelling retarded boy was exposed to two different remediation programmes over 21 weeks. The first phase of the study was devoted to practice on a machine which allows two attempts at spelling a given word before presenting its correct spelling on a visual display panel. In the second phase, a rule‐based approach was introduced to teach those words which the child had failed to learn in Phase I. By the end of Phase I, the child had mastered over half the stimulus words and most of these were retained at follow‐up. However, progress was slow, and no generalisation occurred to matched untaught words. The rule‐based approach was effective in the immediate short term, but only half the stimulus words learnt were retained at follow‐up and no generalisation took place to untaught words. The design of the study did not allow for comparison of the relative efficacy of the two approaches. It was concluded that remedial instruction needs to span a much longer time period if it is to result in significant long‐term improvement in spelling skills.     

The level of abstraction of textual materials: a new and an old measure compared

The level of abstraction of textual material is one factor affecting the difficulty it presents to the reader and so effective ways of assessing it are potentially useful for the teacher and researcher. A ‘new’ measure was compared with an old one and some similarity found in their assessment of science texts. The earlier measure may be the easier one for the non-specialist to use. The results also suggested a rule of thumb which practising teachers might find useful.     

Spelling Mastery and Spelling through Morphographs: Direct Instruction programs for beginning and low-progress spellers

There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been canvassed, including suboptimal teacher literacy and literacy knowledge, the inadequacy of teacher education, and a lack of attention to spelling instruction in the classroom. There is increasing evidence about the components of instruction that best aid students to become skilled spellers, though fewer well-designed evaluation studies to help consumers choose which programs are optimal. The three components that have received much research attention are: the phonemic, whole word, and morphological techniques. Spelling Mastery and Spelling through Morphographs are two programs that specifically emphasise these components and hence are worthy of investigation.     

Developmental research on an interactive application for language speaking practice using speech recognition technology

Educational technology research and development - This developmental research aims to (1) examine the design and developmental process, (2) investigate the nature and structure of the application,...     

The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability

Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.