她是我的朋友

一个越南小村庄的孤儿院被迫击炮弹击中了,几个教职工和两个孤儿被炸死,还有几个孤儿被炸伤。其中有个约8岁的小女孩。     

Balancing Tensions During Convergence: Duality Management in a Newspaper Company

Abstract

Media companies inherently face organizational tensions, as dual—artistic and commercial—orientations are part of their mission. Yet, it is still poorly understood what the existence of such tensions implies for managing media companies that undergo organizational changes to embrace technological convergence. Based on a case study with a European media company, this article argues that different organizational tensions exist and exemplifies this by characterizing structural, processual, and cultural tensions. This study finds that these tensions are interlinked, interdependent, and dynamic—namely, when media companies change, their inherent tensions are also likely to change. Thus, they need to be actively and comprehensively managed to avoid disfunctionalities. In fact, considering the different tensions in the reorganizing process might enhance its chances of success. Relocating the tension, enhancing perception of the tension, and providing training to increase awareness of employees emerge from this case as different strategies for managing tensions.     

A Competence-Based Science Learning Framework Illustrated Through the Study of Natural Hazards and Disaster Risk Reduction

This article proposes a competence-based learning framework for science teaching, applied to the study of ‘big ideas’, in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward resilience and sustainability. The framework draws together competences familiarly expressed as cognitive knowledge and skills, plus dispositions and adds connectedness and action-related behaviors, and applies this by means of a progression shift associated with NH&DRR from abilities to capabilities. The target is enhanced scientific literacy approached through an education through science focus, amplified through the study of a big idea, promotion of sustained resilience in the face of disaster and the taking of responsibilities for behavioral actions. The framework is applied to a learning progression for each interrelated education dimension, thus serving as a guide for both the development of abilities and as a platform for stimulating student capabilities within instruction and assessment.     

The Teleological Concept of the Physical Qualities of Man

Despite considerable research, the question of whether obese individuals are more metabolically efficient than their nonobese counterparts has not been conclusively answered. This paper examines the research on energy expenditure in obesity, particularly the resting metabolic rate (RMR). Because of the paucity of research using obese males as subjects, the paper focuses on obese females. Absolute RMR has been found to be higher in obese than in nonobese women, RMR per kg fat-free mass is often similar between the groups, and RMR per kg body weight is typically lower in the obese. Formerly obese women often have reduced energy requirements, suggesting a degree of energy efficiency. Factors that affect energy expenditure, and which might account for the lack of consistent findings in RMR studies of the obese, are discussed. These include (a) diet and exercise, (b) genetics, (c) age of obesity onset, and (d) the composition of body weight. Implications for research are presented.     

THE SUBVERSIVE CURRICULUM: WHAT RELIGIOUS EDUCATORS ARE LEARNING INFORMALLY AND INCIDENTALLY

This study examines the informal and incidental learning that occurred among ten religious educators in the Roman Catholic school system in Newfoundland. In phase one, two researchers conducted focus groups and administered questionnaires to collect data. In phase two, one of the researchers conducted individual interviews with study participants. The types of learning identified are classified into three categories: theological knowledge, professional knowledge, and knowledge about oneself. The learning reported is then discussed in relation to the informal‐ and incidental‐learning theory of Karen Watkins and Victoria Marsick.     

Sociocultural approaches to learning and development: A Vygotskian framework

Sociocultural approaches emphasize the interdependence of social and individual processes in the coconstruction of knowledge. This article uses three central tenets of a Vygotskian framework to examine the relation between learning and development: (a) social sources of individual development, (b) semiotic (signs and symbols, including language) mediation in human development, and (c) genetic (developmental) analysis. The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article. The methodological foundation of this framework is examined, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge. The article concludes by surveying sociocultural research on and applications to classroom learning and teaching, particularly that which examines the role of collaboration.     

Young Children’s Thinking About Decomposition: Early Modeling Entrees to Complex Ideas in Science

This study was part of a multi-year project on the development of elementary students’ modeling approaches to understanding the life sciences. Twenty-three first grade students conducted a series of coordinated observations and investigations on decomposition, a topic that is rarely addressed in the early grades. The instruction included in-class observations of different types of soil and soil profiling, visits to the school’s compost bin, structured observations of decaying organic matter of various kinds, study of organisms that live in the soil, and models of environmental conditions that affect rates of decomposition. Both before and after instruction, students completed a written performance assessment that asked them to reason about the process of decomposition. Additional information was gathered through one-on-one interviews with six focus students who represented variability of performance across the class. During instruction, researchers collected video of classroom activity, student science journal entries, and charts and illustrations produced by the teacher. After instruction, the first-grade students showed a more nuanced understanding of the composition and variability of soils, the role of visible organisms in decomposition, and environmental factors that influence rates of decomposition. Through a variety of representational devices, including drawings, narrative records, and physical models, students came to regard decomposition as a process, rather than simply as an end state that does not require explanation.     

Partnering for research: A critical discourse analysis

Using a critical discourse analysis, informed by poststructuralist theory, we explore the research phenomenon of coerced partnership. This lens allows us to pay attention to the social relations of power operating in knowledge generation processes, especially as they affect feminist researchers in adult education. We propose an alternative vision of partnership which politicizes the term partnership, attends to civil society, maps resistances and values the process by all partners.