从西方修辞学三诉诸的角度分析奥巴马宣布拉登死讯的演讲

本文以亚里士多德的三诉诸修辞理论为指导,分析英语演讲中的三种诉诸手段:理性诉诸、情感诉诸和人品诉诸的作用。三诉诸是研究表达和劝说的学问,本文以奥巴马宣布拉登死讯的演讲稿为研究材料,考察了三诉诸的语言运用策略,主要目的在于考察奥巴马政府如何利用修辞学的表象特征来达到抚慰国民、阐述国策、维护美国国家利益的目的。     

The Effects of the Occupations of Working Mothers on the Educational Inequality

ABSTRACT

Working mothers with children of school age are a recent phenomenon in the Netherlands, but are more common in other European societies. The social and scientific significance of this work for life chances in general and for educational inequality in particular is still not clear and subject of heated debate. In this article the effects of paid work outside the home by the mother and of the level of her work on her child's educational attainment at the end of primary school are estimated with ANOVA and LISREL for the most recent nationally representative cohort of Dutch primary school‐leavers in the late 1980s (the VOCL‐'89 cohort), controlling for other characteristics of the mother, her household, husband and children. The study is a follow‐up of a comparable analysis of an older cohort of Dutch primary school‐leavers in the late 1970s. The results of this most recent analysis show that the dilemma between working outside the home and working as a housewife is a false one. The central question for the educational chances of a child is not whether its mother works or not, but the level of her work. Working in labouring jobs has a negative effect on children's educational attainment compared to working as a housewife; this in contrast to the positive effects of working as a shopkeeper, farmer or employee. This also holds after controlling for all other relevant characteristics. These effects are substantial and cannot be explained by other characteristics. However, the effects are not similar to the effects of the level of her husband's job on the educational attainment of their children. This means that the conventional as well as the radical view must be replaced by a more moderate one. This also means that in order to get an accurate estimation, the mother's job has to be included in any measurement of parental class of pupils. The effects of the level of the mother's job on the educational attainment of her children do not differ between boys and girls. These results neither confirm suggestions of the model‐function of working mothers for their daughters, nor suggestions of the need of boys to be controlled by a mother at home. The effects of the level of the mother's job also do not differ between ethnic groups. The last two results are contrary to some results from the USA. In this article the effects of the mother's job on her children's educational attainment in a nationally representative cohort of the late ‘70s (the SMVO cohort) are compared to those of this recent VOCL‐'89 cohort. Despite the growth in the percentage of working mothers during the ‘70s and ‘80s in the Netherlands (mostly part‐time jobs) the effect of the level of the mother's job did not change. A possible consequence of these results is that a general change of the tax and wages system from one based on households with one wage‐earner to one based on individuals might be detrimental to families of parents with a low educational level, who are limited to less qualified jobs.     

Doctor/Nurse,Teacher/Caretaker: Children's Gendered Choice of Adult Occupation in Interviews and Role Plays

Abstract

A social constructionist analysis is used here to examine London primary school children's job choices in interview discussions and role play groups. Children's selections are compared according to gender, and according to the different interactive environments in which they made them. By analysing their responses this paper investigates which gendered constructions appeared to prevail, and the ways in which children explain their ideas. Previous studies of children's occupational choices have found their responses to be gender‐stereotypical. This paper shows that in their interviews the children in this study chose a diverse selection of jobs, which were less gender‐stereotypical than found in previous studies. However, a clear dichotomy remained between the attributes of the jobs chosen by the different genders, and few children chose jobs traditionally performed by the opposite sex. Moreover, in their role play groups children's constructions of gender and adult occupation often appeared different, and sometimes more gender‐stereotypical, than those in the interviews.     

Helping Business Students Acquire the Skills Needed for a Career in Analytics: A Comprehensive Industry Assessment of Entry‐Level Requirements

Fact‐based decision making is changing job functions within organizations more than any other technology. Analytics, once the purview of the data scientist, is now spread throughout organizations. No longer is there a single job title, job function, or set of required skills and credentials for an analytics career. Companies have moved away from seeking applicants with a specific degree to now recruiting analytics talent based on required skill sets. For more than a decade, business schools have been developing new programs in analytics in response to industry's needs. However, in developing meaningful career‐ready professionals, business programs must understand the skills required across different analytics job functions. In this article, the authors present a comprehensive assessment of the skills sought by employers when considering a candidate for an entry‐level analytics position. The authors describe the demand for various types of analytics professionals, identify the job titles and functions with the most significant demand, and then draw a comparison of the job requirements of hard skills, soft skills, software skills, and credentials between three of the most sought‐after analytics areas: data science, data analytics, and business analytics. The authors conclude by providing faculty and administrators with recommendations on how to adapt their courses and programs to provide students with the fundamental preparation necessary for careers in data science, data analytics, and business analytics.     

A five year follow‐up study of the Nebraska project: Still a long way to go...

Numerous projects funded by the Jacob K. Javits Gifted and Talented Students Education Act in 1989 contributed to answering important questions in the field of gifted education. However, little evaluation has examined how their findings are used or linked to current educational practices. This pilot‐study followed up on 18 students, identified as potentially gifted during the 1992 Javits‐sponsored Nebraska Project which used a teacher observation protocol. This follow‐up study examined the students' current status in gifted education programs, academic performance, and social/behavioral attributes, and the stability of the attributes associated with able/creative students over the past five‐year period. Results indicate a continued use of traditional identification practices in the school districts studied, and a presence of underachieving behaviors in students believed to be gifted during the Nebraska Project but not recognized as such currently by their school districts. The attributes associated with able/creative students in 1992, however, were found to be stable over the five year period. Results are discussed in light of the paradigm shift in gifted education practices and possible suggestions for reducing perpetual research‐practice gaps.     

Infants' Perception of Emotion From Body Movements

Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life.     

Infants Learn Baby Signs From Video

There is little evidence that infants learn from infant‐oriented educational videos and television programming. This 4‐week longitudinal experiment investigated 15‐month‐olds' (N = 92) ability to learn American Sign Language signs (e.g., patting head for hat) from at‐home viewing of instructional video, either with or without parent support, compared to traditional parent instruction and a no‐exposure control condition. Forced‐choice, elicited production, and parent report measures indicate learning across all three exposure conditions, with a trend toward more robust learning in the parent support conditions, regardless of medium. There were no differences between experimental and control conditions in the acquisition of corresponding verbal labels. This constitutes the first experimental evidence of infants' ability to learn expressive communication from commercially available educational videos.     

政治传播与修辞说服——2000年美国总统大选辩论剖析

电视公开辩论已经成为美国政治传播中的一种重要手段，它们通过精心设计的话语来实现其说服性功能。亚里斯多德把修辞划分为三类，其中就包括以说服为核心的商讨辩论的修辞。通过分析作为实证案例的2000年美国大选中戈尔与小布什的三场电视公开辩论，我们具体探讨两位修选人如何通过情绪法来进行说服，从而达到政治传播的目的，并重点分析了三组对立的情绪及其作为修辞说服手段在政治传播中的应用。     

Exploring the contributions of job resources,job demands,and job self-efficacy to STEM teachers' job satisfaction: A commonality analysis

This study aims to examine how job resources, demands, and self-efficacy affect American STEM teachers' job satisfaction by analyzing the US TALIS 2018 data. Multiple regression and commonality analysis were used to analyze factors' significant contributions and their detailed real unique and common contributions to STEM teachers' job satisfaction. The results show that the final model explains 29.6% of the variances of STEM teachers' job satisfaction. The commonality analysis further showed that job resources, job demands, and job self-efficacy explained 23.5%, 8.6%, and 8.0% of variances of job satisfaction, respectively. However, these factor sets uniquely contributed 15.9%, 2.9%, and 2.1% of the variance, separately. This study confirms the validity of the revised job demands−resources model for STEM teachers' job satisfaction. Furthermore, the commonality analysis reveals the unique and independent contributions of job demands, resources, and self-efficacy to job satisfaction. Results from the research identified the significance of job resources contributing to the improvement of STEM teachers' job satisfaction.     

The effectiveness of online instructional videos in the acquisition and demonstration of cognitive,affective and psychomotor rehabilitation skills

The use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.     

Special education teachers under stress: evidence from a Greek national study

The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self‐report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the child's progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in‐service and pre‐service teacher preparation, support, and awareness‐raising regarding job stress are discussed.     

Do parental attitudes toward and expectations for their children's education and future jobs matter for their children's school achievement?

The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.     

Revisiting Young Children's Understanding of the Psychological Causes of Behavior

In 1989, Miller and Aloise challenged the prevailing belief that preschoolers tend to explain others' behavior in terms of external events or a person's physical attributes and have little understanding of psychological causes. That review documented preschoolers' understanding of, and even preference for, psychological causes as part of an emerging renaissance in developmental social‐cognitive research. The present, updated review (97 articles, participant ages 3 months to 6 years) suggests the emergence of a transformative new perspective in which social‐cognition is balanced between social and cognitive aspects rather than tilted toward cognition. Recent research on infants' awareness of mental states, young children's understanding of social categories and their judgments of the trustworthiness of informants, and cultural context reveals various ways in which preschoolers' social‐causal reasoning is social.     

Online instructional anatomy videos: Student usage,self‐efficacy,and performance in upper limb regional anatomy assessment

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high‐risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self‐efficacy. This study investigated whether student self‐efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self‐efficacy and/or learning. Anatomy self‐efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self‐efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self‐evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists.     

Book Reviews

A major role that two‐year colleges play is to provide graduates who are prepared to meet the labor demands of business and industry. Business is no longer content with employees who possess job specific knowledge only, but is seeking employees who possess other attributes as well, such as the ability to solve problems, relate to others, and adapt to changing situations. To meet these demands, a curriculum model has been developed at Spartanburg Technical College to combine job specific content with work‐related skills. Innovative teaching strategies are used to bridge content and skills in such a way so content is not sacrificed, while at the same time, student's work‐related skills are developed. Teaching methodologies are sequentially and strategically placed to allow students to build from a basic to an advanced level of competency for each work‐related skill. The six step process results in several benefits including faculty, student and college development and improved college‐business/industry relations.     

The Roles of Intuition and Informants’ Expertise in Children's Epistemic Trust

This study examined how children's intuitions and informants’ expertise influence children's trust in informants’ claims. Three‐ to 8‐year‐olds (N = 192) watched videos in which experts (animal/biology experts or artifact/physics experts) made either intuitively plausible or counterintuitive claims about obscure animals or artifacts. Claims fell either within or beyond experts’ domains of expertise. Children of all ages were more trusting of claims made by informants with relevant, as opposed to irrelevant, expertise. Children also showed greater acceptance of intuitive rather than counterintuitive claims, a differentiation that increased with age as they developed firmer intuitions about what can ordinarily happen. In summary, children's trust in testimony depends on whether informants have the relevant expertise as well as on children's own developing intuitions.     

Exploring Sources of Individual Differences in Children's Interest in Science

Efforts have been made to promote children's interest in science, but little is known about how children's interest in science relates to other characteristics, such as science‐specific curiosity, domain‐general epistemic curiosity, and verbal intelligence. The current study examines how these factors relate to individual differences in children's self‐reported interest in science topics. Children 7‐ to 10‐years‐old (n = 91) rated their interest in science and non‐science topics and completed measures of science‐specific curiosity, domain‐general epistemic curiosity, and verbal intelligence. An additional 94 7‐ to 10‐year‐olds rated their interest in science and non‐science topics and completed the science‐specific curiosity measure. The results suggest that individual differences in children's science interest relate most strongly to scientific curiosity, and specifically to the drive to seek out information and new experiences.     

Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.