Consultation outcome as a result of in-service resource teacher training

The effects of learning disabilities teacher training for consultation with classroom teachers were investigated. Twelve learning disabilities resource teachers and 60 elementary school classroom teachers within one school system served as subjects. Four learning disabilities resource teachers received communication skills training, and four resource teachers received conceptual assumptions training. In addition, four resource teachers served as a control group for the study. Each resource teacher conducted three 20- to 30-minute conferences with each of five elementary school teachers. Following the third conference, information was collected concerning: (a) classroom teacher ratings of satisfaction with services, (b) joint ratings of the child's progress toward goals set during the first conferences, (c) the percentage of recommendations implemented, and (d) classroom teacher ratings of joint responsibility, and of resource teacher respect, empathy, and congruence. There were three findings in this study. First, no differences resulting from either type of training were found at posttest for classroom teacher respect, resource teacher congruence, joint responsibility, or joint ratings of the child's progress. Second, training resource teachers in communication skills resulted in significantly higher classroom teacher ratings of resource teacher empathy. Finally, significant differences due to resource teacher experiences prior to this study were noted with classroom teacher ratings of the child's progress, and the number of recommendations implemented.     

Discontent with parliamentary law in the Lok Sabha as reflected in charges against the speaker

The new instructional strategies being widely adopted at all levels of education depend for their rationale upon some long‐standing, well‐substantiated principles of learning. These four principles are explained and then discovered in the three most accepted instructional innovations in speech communication: mini‐courses, games and simulations and out‐of‐class learning experiences. The article also discusses pitfalls in each new method. The three methods are not calculated to lighten teachers’ work, but do provide alternative instructional techniques.     

宗教、政治与早年格拉斯顿的择业之道

大学时代是格拉斯顿思想初步形成的关键阶段,也是格拉斯顿从政前的最后准备阶段。其间,围绕未来人生道路的方向选择——职业选择问题,格拉斯顿经历了从执意充任圣职,到最终转变观念打定主意从政的曲折过程,这一过程深刻反映出当时的格拉斯顿对于宗教和政治的基本态度及其对宗教-政治之间关系的认识变化。格拉斯顿的弃教从政并不意味着他放弃了宗教理想,相反,出于对政治与宗教之间工具-目的关系的内在考虑,格拉斯顿把从政视为服务于宗教的有效途径。他深沉的宗教气质预示着政治生涯早期宗教将对他的政治观及政治立场起决定性影响。     

The strange case of speaker jekyllhyde

The ombudsman's work is largely persuasive. The persuasiveness derives largely from certain substantial ethical resources which are present by definition; the office is established having a particular competence and character. The person who occupies the office must fit it if his advocacy is to make good use of it peculiar resources.     

Generic pronoun use and perceived speaker credibility

The purpose of this study was to determine the impact of various alternatives for generic pronoun usage on judgments of speaker credibility. The effects of pronoun usage were examined in interaction with the sex of speaker, sex of listener, and the sex‐typicality of speech topics. Four dimensions of speaker credibility were investigated: composure, dynamism, sociability, and competence. In terms of generic pronoun usage, the results of this study indicate that using “she” can negatively affect perceptions of social attractiveness for all speakers and, in particular, affect a male speaker's perceived competence. The generic “they,” however, did not hinder perceived credibility in any way and, in fact, for females enhanced listeners’ perceptions of their competence. In general, results of this study suggest that if a communicator wishes to use a nontraditional generic pronoun, especially “they,” to express a commitment to greater equity between the sexes, then their credibility will not be significantly diminished.     

个人风格和发话主体的个性

个人风格反映发话主体独特的审美心理 ,是发话主体生活经历、艺术修养、性格气质及个人世界观的真实反映。它从各方面、多层次、多角度地折射出发话主体的个性特征 ,在众多的风格中显露出以自我为中心、主观色彩极其鲜明的特性 ,成为发话主体的主导风格     

China Gifted speaker sweeps three top titles

WUHAN, Hubei Province: A second-year student from Nanjing University transcended all competitors yesterday at the Ninth "21st Century and     

以校企合作为平台建立工学结合的专业人才培养方案

高等职业教育的专业人才培养方案建设是专业建设的核心,专业课程体系建设是人才培养方案建设的关键。在专业课程体系设置过程中,必须以校企合作为平台,建立体现职业教育的专业人才培养方案;以工学结合为特征,设计贯彻能力培养的教学体系。     

Developing critical reflection as a part of teaching training and teaching practice

Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be critically reflective of their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative strategies. It is no longer appropriate to focus solely on the 'what', but also on the 'how' and 'why'.     

The effects of sex of speaker and listener on recall from a medical audiotape

Two studies are reported that examine the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape on multiple sclerosis. Previous research in other contexts has suggested that males might be more effective speakers than females, that males might be more effective listeners than females, and that there might be an interaction between the sex of the speaker and the sex of the listener so that male listeners might recall more from male speakers and female listeners might recall more from female ones.
Despite considerable differences between the two reported studies, the results from both were very similar. Both produced no evidence to support any of the above suggestions.