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71.
Joanne Marie Purcell 《Children‘s Literature in Education》2018,49(3):356-375
Picture books, as both sophisticated aesthetic objects and literary texts, provide the ideal site for critically examining how values and ideology are transmitted to children. How the child reader might be affected by the process of reading a picture book—that is, how he or she might be moved emotionally and potentially gain new insights about the world—is of interest to scholars and educators alike. This article draws upon cognitive literary theory as a conceptual frame through which to explore the cognitive and emotional affect that reading may have upon children. “Reader response” and “cultural criticism” are approaches to literature that seek to understand how readers interact with texts. Cognitive theory, when applied to literature, builds on these discourses by focusing on why reading fiction might cause the brain to produce emotional and cognitive responses in readers. As metaphors are a feature of language and of thought, a study of the metaphorical in picture books aptly lends itself to the theoretical framework offered by cognitive literary theory. Drawing on examples from four picture books produced for children, broadly correlating to different developmental stages, this article examines the role of metaphor in encouraging skills in decoding and creative thinking. Talking to children about visual metaphor or metaphorical expression introduces them to a feature of language and thought that provides a conceptual frame for richer understanding and expression of ideas. Examining how the metaphorical operates in picture books thus takes us a step closer to understanding how the process of reading affects children and enriches their lives. 相似文献
72.
Michael Br?uninger Sebastian Schr?er Sven Schulze und Henning V?pel 《Zeitschrift für Erziehungswissenschaft》2008,32(1):37-45
Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer
sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich
kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag
leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung,
die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und
die Auswirkungen auf die CO2-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen
wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO2-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet.
Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO2-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO2-Aussto? j?hrlich um 1,9 % gesenkt werden.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution in this regard. Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future. Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions. The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020. For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will be reduced by 1.9 % per year.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
73.
Moral reasoning is concerned with making decisions regarding the appropriate course of action in particular situations and has been highlighted as a critical factor that may facilitate (or impede) the effectiveness of educational programs in promoting positive outcomes. This study examined the trajectories of moral reasoning as measured by the Defining Issues Test (DIT2) for college students and to what extent there are intra-individual (within student) and inter-individual (between student) changes in moral reasoning during this developmental period. The results suggest that moral reasoning was best represented by a linear increase on the mean level and non-signi?cant variability across students. The relationship between moral reasoning and students’ prior academic attainment was also examined. 相似文献
74.
This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts – the development of social cohesion and the protection of cultural, ethnic and religious identities – and explores how these may be reconciled through a model of ‘shared education’. Drawing on research evidence and recent experience of shared education in Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division. 相似文献
75.
Joanne M. Moyer A. John Sinclair Lisa Quinn 《International Journal of Lifelong Education》2016,35(3):313-329
In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training. 相似文献
76.
77.
78.
Three studies investigated 3‐year‐old children's ability to determine a speaker's communicative intent when the speaker's overt utterance related to that intent only indirectly. Studies 1 and 2 examined children's comprehension of indirectly stated requests (e.g., “I find Xs good” can imply, in context, a request for X; N = 32). Study 3 investigated 3‐ and 4‐year‐old children's and adults' (N = 52) comprehension of the implications of a speaker responding to an offer by mentioning an action's fulfilled or unfulfilled precondition (e.g., responding to an offer of cereal by stating that we have no milk implies rejection of the cereal). In all studies, 3‐year‐old children were able to make the relevance inference necessary to integrate utterances meaningfully into the ongoing context. 相似文献
79.
Sheila J. Cunningham Joanne L. Brebner Francis Quinn David J. Turk 《Child development》2014,85(2):808-823
The self‐reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self‐ or other‐image paired with a concrete object. In Study 1, 4‐ to 6‐year‐old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self‐paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self‐paired items. These findings are discussed with reference to mechanisms that ensure information of potential self‐relevance is reliably encoded. 相似文献
80.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献