The influence of social interaction on meaning construction in a virtual community

As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions.     

Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science

This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:883–908, 2010     

Obesity prevention and health promotion during early periods of growth and development

Current problems of health - related fitness promotion in children and adolescents- economic, social, cultural and other environmental factors. A relationship between the environment and the child, beginning dining the gestation period that influences both positive and negative, health outcomes later in life.[第一段]     

Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach

Research tells us that reading is correlated to academic achievement but how do we motivate students to read? How can schools build reading cultures? Through the case study of a government secondary school in Singapore, I examine how attention to the invisible network of resources that support reading can provide insight into students’ resources for reading, both at home and in school. Additionally, I explain, through the mapping of the school library as a reading space, how a socio-spatial approach that maps the physical, social and affective spaces of the library can provide a framework for strategic and focused action to cultivate a school’s reading culture.     

东盟图书馆联盟发展现状及对我国的启示

考察东盟各国国内和国家间图书馆联盟的发展现状,总结其3个特点：图书馆联盟的发展体现出东盟各国独特的政治经济文化背景,国际间图书馆联盟活动频繁,东盟各国内部的图书馆事业和图书馆联盟发展不平衡;指出东盟图书馆联盟的发展历程对我国图书馆建设有3点启示：争取各种国际基金、慈善组织和NGO组织等的资助,构建全国性的统一的图书馆联盟和超越图书馆联盟的公共文化服务机构联盟。     

苏联现代高等学校图书馆

<正> 目前苏联全国共有高等学校891所(其中综合性大学68所),在校学生人数已超过600万.这些高等学校分布于200多座城市.在高等学校的教学和科学研究活动中,图书馆起着重要的作用.图书馆工作的主要方向是积极参与教学过程,及时为学生提供必需的图书文献,为科学研究提供高效率的、全面的情报服务.因此,今日的高校图书馆已看作是同时执行公共图书馆、科学图书馆和学校图书馆多种职能的复合体.     

Cultural capital,habitus and reading futures: middle-class adolescent students’ cultivation of reading dispositions in Singapore

Abstract

The acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures.     

Structural and physiological changes of the human body upon SARS-CoV-2 infection

Since December 2019, the novel coronavirus(severe acute respiratory syndrome coronavirus 2(SARS-CoV-2)) has spread to many countries around the world, developing into a global pandemic with increasing numbers of deaths reported worldwide. To data, although some vaccines have been developed, there are no ideal drugs to treat novel coronavirus pneumonia(coronavirus disease 2019(COVID-19)). By examining the structure of the coronavirus and briefly describing its possible pathogenesis based on recent autopsy reports conducted by various teams worldwide, this review analyzes the possible structural and functional changes of the human body upon infection with SARS-CoV-2. We observed that the most prominent pathological changes in COVID-19 patients are diffuse alveolar damage(DAD) of the lungs and microthrombus formation,resulting in an imbalance of the ventilation/perfusion ratio and respiratory failure. Although direct evidence of viral infection can also be found in other organs and tissues, the viral load is relatively small. The conclusion that the injuries of the extrapulmonary organs are directly caused by the virus needs further investigation.     

白芷的核型研究及其分类意义

The present paper deals mainly with the karyotype analysis of five materials in Angelica dahurica collected in Yanbian of Jilin, Anguo of Hebei, Yuxian of Henan, Hangzhou of Zhejiang and Suining of Sichuan.  They are under the names “Dongbeidahuo”, “Qibaizhi”, “Yubaizhi”, ”Hangbaizhi” and “Chuanbaizhi” respe- ctively.  Among then “Dongbeidahuo” is a wild plant, which occurs in  northeastern China, and the others are cultivated as important crude drugs in some provinces. “Qi- Baizhi” and “Yubaizhi” have been identified as conspecific with the wild Baizhi-“Do- Ngbeidahuo” (A. dahurica) according to the external morphological features, whereas the other cultivated ones, “Hangbaizhi” and “Chuanbaizhi”, treated as a variety (A. dahu- rica var. formosana).      The results of karyotype analysis are shown in Plate 1, 2, with the formula 2n=22 =12 m+2 mSAT+4sm+4st. The karyotypes described here are constantly characterized by satellites attached to the fourth pair of metacentric chromosomes and differ from the pu- blished reports on the other species of the genus.  It is reasonable to say that the five materials collectively named “Baizhi” are taxonomically closely related to each other and could be regarded as conspecific.  Since the second chromosome pair is submetacen- tric in “Dongbeidahuo”, it may be justifiable to separate the wild plant from the cul- tivated ones and treat them as two separate varieties.     

Analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills

The purpose of this research was to search for a learning hierarchy among skills comprising formal operations and the integrated science processes. Ordering theoretic and probabilistic latent structure methods were used to analyze data on five process skills and six logical thinking skills collected from 700 science students. Both linear and branching hierarchical relationships were identified within and across the two sets of skills. Most of them fit the logical hierarchies which have guided curriculum development and classroom practices in the past. But a few run counter to our present logic and understanding of these skills.