云端上的梦

俗话说,志当存高远——那么,渴望翱翔天际、腾云驾雾的梦想,着实够高够远了吧?头脑简单的我,也曾像许多人一样,对那群以飞来飞去为职业的人充满好奇和惊叹。仰视——正如我们需要抬起头来看在空中变得如绿豆般大小的飞机一样。你看啊,这帮人,人不傻,钱又多,而且都是帅哥美女,简直把世上的好处都占去了,能不招人羡慕妒忌恨吗?     

Pacem Portantes Advenerint: Ambivalent Images of Muslims in the Chronicles of Norman Italy

The goal of this essay is to call attention to some of the more positive and ambivalent depictions of Muslims in a set of historical texts associated with the Norman takeover of Sicily in the fifth/eleventh and sixth/twelfth centuries. To achieve that aim, it considers social vocabulary applied to Muslims in five sources written by Amatus of Montecassino, Geoffrey Malaterra, William of Apulia, Alexander of Telese, and Hugo Falcandus. Although recent scholarship has posited that medieval identity was often felt through a “self versus other” or “Christian versus non-Christian” dichotomy, this essay questions the notion that the actual language contained in these sources ever devolved into such simplistic, binary terms. On the contrary, though the perceptions and definitions applied to this group of people were, admittedly, sometimes based on uninformed stereotypes, they were more often deliberately constructed images that were highly dependent on the cultural milieu in which they were created.     

Childhood movement skills: predictors of physical activity in Anglo American and Mexican American adolescents?

We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity.     

感恩的心

一直认为,在西方的节日中,感恩节是一个特别温暖的节日。当一个人经历了一年的风风雨雨,然后走到了这一天,能够静下心来,回首那些曾经,环顾身边的人和事,为自己所拥有的一切心怀感激。儿时,少不更事,心中常常有这样那样的抱怨:为什幺别人家比我家富裕?为什么别人比我聪明?为什么父母总是这么忙碌?……年岁日增,才渐渐懂得,这世上幸福没有必然,拥有已是美好。当我们呱呱坠地,拥有健康的身体,那已然是上天极大的恩赐。在成长的路上,我们固然会遇到诸多的失意和     

Knowledge creating theory in retrospect and prospect

Knowledge creating theory has become one of the major frameworks used widely in the fields of knowledge management and other management studies. However, the knowledge creating theory was not just simply a made-in-Japan theory. It has emerged from a series of English and Japanese publications. Therefore, research questions and arguments in this study are identified and reviewed to portray the development of knowledge creating theory and to synthesise their arguments with organisational and managerial studies. This article reviews the content and process of the knowledge creating theory along with discussions from different streams in management and organisation studies. The result of this study sheds light on how the knowledge creating theory developed as well as perceiving its future development.     

Modifying Knowledge,Emotions, and Attitudes Regarding Genetically Modified Foods

The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized relationship among the variables was explored using structural equation modeling. The analysis showed that when participants experienced knowledge change toward more scientifically accepted conceptions of GMFs, their emotions became more positive and less negative, which predicted a subsequent shift toward more-positive attitudes. The results suggest that change in emotions mediates the relationship between conceptual and attitudinal change. Several theoretical and practical implications are discussed including the impact that these findings may have on science education.     

The relationship among elementary teachers’ content knowledge,attitudes, beliefs,and practices

This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.