A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.     

Antimelanogenic effects of <Emphasis Type="Italic">Inula britannica</Emphasis> flower petal extract fermented by <Emphasis Type="Italic">Lactobacillus plantarum</Emphasis> KCCM 11613P

The inhibitory effects of Lactobacillus plantarum-fermented and non-fermented Inula britannica extracts on the tyrosinase activity were comparatively investigated to examine whether and how they improve the whitening activity, and the contents of total flavonoids and polyphenolics as bioactive compounds were determined. The skin whitening activity using in vitro or ex vivo tyrosinase and L-3,4-dihydroxyphenylalanine (L-DOPA) staining was examined. The total flavonoid content (TFC) was increased by 13.4% after 72 h-fermentation. The viabilities of the B16F10 cells treated with the fermented and non-fermented control extracts were 100.26% and 92.15% at 500 μg/ml, respectively. In addition, the inhibition of tyrosinase activity was increased by the fermented samples from 29.33% to 41.74% following fermentation for up to 72 h. The tyrosinase activity of the untreated control group was increased to 145.69% in B16F10 cells. The results showed that I. britannica fermented by L. plantarum dose-dependently inhibited tyrosinase activity, which was stimulated by α-melanocyte stimulating hormone. These results suggest that lactic fermented I. britannica extracts can be used as effective skin-whitening materials.     

Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction

This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction type of a PAL should be designed according to the desired learning and motivational goals.     

The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.     

Towards powerful learning environments for the acquisition of problem-solving skills

It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed.     

An efficient method for tracing planar implicit curves

INTRODUCTION Tracing a planar implicit curve f(x, y)=0 on a rectangular region [xl, xr]×[yb, yt] is of great interest in Computer-Aided Design and Computer Graphics. While parametric curves are easy to plot, plotting implicit curves is a challenging problem. Planar im- plicit curve plotting method can be classified into two categories (Shou et al., 2005; Martin et al., 2002; Lopes et al., 2002). In the first category are subdivi- sion methods (Shou et al., 2005; Martin et al., 2002) …     

Subject-matter oriented measurement of achievement motivation

European Journal of Psychology of Education -     

浙江"特色产业"论

特色经济的核心是特色产业。浙江的特色产业有着独特的发展思路和发展模式；它推动了浙江经济发展、富裕了浙江人民、使浙江快速完成了资本积累；它发挥了浙江优势、调整优化了浙江农村产业、产品结构，以鲜明的特色开辟了浙江独特的市场空间，避免产业趋同和不合理的重复建设；最终形成了与特色产业相配套的龙头企业和专业市场，带动周围地区加工生产进一步发展，提高了浙江农业工业化、集约化程度。这是浙江成为全国经济明星的成本。     

Criminal justice outcomes of prosecution of child sexual abuse: A case flow analysis

This study examined the progress and disposition of child sexual abuse cases referred for prosecution in four urban jurisdictions. Most cases were accepted for prosecution. The vast majority of cases carried forward for prosecution resulted in guilty pleas. Only 9% of the total sample went to trial. A majority of the small number that went to trial were convicted. Over 3/4 of those convicted were incarcerated. The rate at which cases were carried forward for prosecution and convicted was comparable to that of a national sample of felony arrests overall, but child sexual abuse cases were more likely to go to trial (p < .005) and received more severe sentences (p < .005). Our results are strikingly consistent with those from previous studies of prosecution of child sexual abuse. A new understanding of prosecution of child sexual abuse is recommended that takes into account the large proportion of cases that do not go to trial.