改变人生的密码

当我坐在办公室电脑前时,原本美好的早晨被电脑屏幕弹出来的一行字给打破了——您的密码已过期,并提示我更换密码。想一个新密码似乎没有什么大不了的,除非你在我公司工作,我们每个月都必须更换一次密码,还必须用到至少一个大写字母,一个小写字母,一个符号和一个数字。噢,还有,整个密码不得少于八个字符。而且我还不能使用任何一组在之前三个月已经使用过的密码。我顿时觉得非常生气。雪上加霜的是,我最近离婚了,陷入了深深的沮丧当中。我每天都在苦苦纠结,不愿相信     

An interrogation of the role of critical thinking in English language pedagogy in Chile

The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators’ and postgraduate students’ understandings of CT; (2) investigating postgraduates’ views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students’ preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students’ recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators’ responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators’ and postgraduate students’ perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues.     

Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations

Educational Studies in Mathematics - We are interested in understanding how university students learn to use programming as a tool for “authentic” mathematical investigations (i.e.,...     

Pre-game hydration status, sweat loss, and fluid intake in elite Brazilian young male soccer players during competition

In this study, we assessed the pre-game hydration status and fluid balance of elite young soccer players competing in a match played in the heat (temperature 31.0 ± 2.0 ° C, relative humidity 48.0 ± 5.0%) for an official Brazilian soccer competition. Fluid intake was measured during the match, as were urine specific gravity and body mass before and after the game to estimate hydration status. Data were obtained from 15 male players (age 17.0 ± 0.6 years, height 1.78 ± 0.06 m, mass 65.3 ± 3.8 kg); however, data are only analysed for 10 players who completed the full game. The mean (± s) sweat loss of players amounted to 2.24 ± 0.63 L, and mean fluid intake was 1.12 ± 0.39 L. Pre-game urine specific gravity was 1.021 ± 0.004, ranging from 1.010 to 1.025. There was no significant correlation between sweat loss and fluid intake (r = 0.504, P = 0.137) or between urine specific gravity and fluid intake (r = -0.276, P = 0.440). We conclude that young, native tropical soccer players started the match hypohydrated and replaced about 50% of the sweat lost. Thus, effective strategies to improve fluid replacement are needed for players competing in the heat.     

Struggles and Successes in Constructivist Jewish Early Childhood Classrooms

This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations. The data indicated that areas that were initially deemed as successes were hard to maintain and seemingly overshadowed by challenges. These areas included understanding constructivist theory, using open-ended materials, and relying on open-ended questions to facilitate knowledge. Furthermore, teachers struggled when comparing information gained by children from classes using a more traditional educational approach. Insights in each area are provided to support Jewish and general studies constructivist teachers.     

Is Standard Quantum Mechanics Technologically Inadequate?

In a recent issue of this journal, P.E. Vermaas ([2005]) claimsto have demonstrated that standard quantum mechanics is technologicallyinadequate in that it violates the ‘technical functionscondition’. We argue that this claim is false becausebased on a ‘narrow’ interpretation of this technicalfunctions condition that Vermaas can only accept on pain ofcontradiction. We also argue that if, in order to avoid thiscontradiction, the technical functions condition is interpreted‘widely’ rather than ‘narrowly’, thenVermaas, argument for his claim collapses. The conclusion isthat Vermaas' claim that standard quantum mechanics is technologicallyinadequate evaporates.

1 Introduction

2 The Narrow Interpretation

3 The Wide Interpretation

4 The Teleportation Scheme

5Conclusions

     

A note on the coherence-based signal-to-noise ratio estimation in systems with periodic inputs

Coherence plays a very important role in linear systems analysis, since, in addition to quantify the similarity between signals, it is related to other quantities of interest, such as the signal-to-noise ratio (SNR). The sampling distribution of coherence estimates between Gaussian signals is well established, and hence, in this particular case, the statistics of SNR can be readily found if it is calculated from coherence estimates. However, in some applications, one of the signals is periodic, leading to a different coherence sampling distribution, which has been recently investigated. This work aims at developing analytical expressions for bias, variance and the probability density function of coherence-based SNR estimates under this particular assumption. Routines for obtaining this latter as well as critical values of the estimates are also provided.     

Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation

European Journal of Psychology of Education - In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how...