愿景的力量

"如果没有共同愿景,就不会有学习型组织"。"当一群人真正奉献于一个共同愿景时,将会产生一股惊人的力量,他们能完成原本不可能完成的事情。" --彼德·圣吉     

论陆贽的制状

<全唐文>所录陆贽的文章有146篇,主要为两大类:一类是代皇帝所撰的制、诏、敕、德音、册文等;另一类是献给皇帝或欲献给皇帝的状.这些实用性文章富于文采,颇具感染力,在中国古代散文史上产生了重要影响.本文旨在分析其制、状文章的创作技巧,从而揭示其实用性文体的文学价值.     

Genotype-environment correlations for language-related abilities: implications for typical and atypical learners

Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may appear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-related abilities by comparing environment-child language associations in adoptive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intellectual/cultural orientation with children's language-related abilities. Developmental changes in passive GECs are considered, and the implications for typical and atypical learners are discussed.     

教育技术的发展对理科教育改革的影响

教育技术的发展影响了教育领域各方面的改革。教育技术对理科教育的课程设置、内容结构，教学方法等产生了极大的影响，它引起了教学基本因素的变化，改变了师生的角色和责任。     

Good English for What?: Learners' Motivation as a Factor in Declining Learners' Performance in English Language Acquisition and Use in Nigerian Schools

Learners' performance in the acquisition and use of any given language is ordinarily as much the result of the quality of learning opportunities available and the learning environment (the supply‐side factor) as the quality and strength of the learners' motivation and response (the demand‐side factor). However, one side sometimes proves more decisive than the other. This paper argues that, during the period 1980–2005, a sharp decline in the motivation of young English‐language learners occurred, as a result of certain historical developments discussed in the paper, and that a drop in learners' motivation is probably the most powerful explanation for the equally sharp decline in learning effectiveness and in young learners' proficiency in the use of English which occurred during the same period, particularly since about 1990 (the Learner‐Motivation/Performance Thesis). The paper argues that the change which has occurred in societal perception of the function, status and value of English language as a result of the historical developments identified raises some interesting sociolinguistic questions, in particular, regarding the long‐term status of English in Nigeria. In this regard, it is argued that while the change may not imply that the death of English as a generic language is imminent in Nigeria, it does suggest that the death of ‘Good English’ (Standard British English) is imminent in the country and that the peculiarities of the local variety of English likely to replace Good English will probably create serious intelligibility problems for Nigeria in its international transactions.     

Self‐paced segmentation of written words on a touchscreen tablet promotes the oral production of nonverbal and minimally verbal children with autism

We investigated in a pilot study the effects of various types of visual mediation (photos, written words and self‐paced syllabic segmentation of written words displayed on a touchscreen tablet) that are thought to facilitate the oral production of nonverbal and minimally verbal children with autism, according to the participants’ level of oral language development and, more specifically, their ability to produce delayed echolalia. We also sought to identify the cognitive characteristics that need to be taken into account when seeking to develop the oral production of nonverbal children with autism. Results showed that the nonverbal and minimally verbal children with autism were able of using written words to produce them orally. Their performance was largely dependent on their level of language development. Tasks combining written and oral modalities prompted some of them to engage in oral production for the first time (isolated syllables for nonverbal children) and allowed others to produce non‐random strings of syllables (minimally verbal children).     

Comparison of the characteristics of macrophages derived from murine spleen,peritoneal cavity,and bone marrow

Macrophages have a diverse set of functions based upon their activation states. The activation states, including resting (M0) and polarizing (M1 and M2) states, of macrophages derived from the mouse bone marrow, spleen, and peritoneal cavity (BMs, SPMs, and PCMs, respectively) were compared. We evaluated the macrophage yield per mouse and compared the surface markers major histocompatibility complex (MHC) II and CD86 by flow cytometry. The relative mRNA levels of tumor necrosis factor-α (TNF-α), interleukin (IL)-1β, mannose receptor (MR), and Ym1 in the M0, M1, and M2 states were also compared using real-time polymerase chain reaction (PCR) analysis. Bone marrow yielded the most macrophages with the best homogeneity, but they were polarized toward the M2 phenotype. All three types of macrophages had the capacity to polarize into the M1 and M2 states, but SPMs had a stronger capacity to polarize into M1. The three types of macrophages showed no differences in their capacity to polarize into the M2 state. Therefore, the three types of macrophages have distinct characteristics regardless of their resting or polarizing states. Although bone marrow can get large amounts of homogeneous macrophages, the macrophages cannot replace tissue-derived macrophages.     

学习型社会体系中的成人外语教学新模式

传统的成人英语教学一直依赖于普通高校的外语教材,不符合成人学习者的特点.基于网络的多媒体立体化教学模式将为成人外语学习开辟新的空间,将在构建学习型社会中发挥积极的作用.     

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.