资深专家谈图片编辑

在美国的中小城市,一些中小报刊对版面图片的要求一般不是很重高,图片编辑的工作重心以处理商业图片为主要内容,商业图片的要求比较多,大多用在广告上面,读者所能看到的图片大多是以广告的形式体现在报刊中.     

Engagement versus participation: A difference that matters

The kind of engagement that transforms a person is more than mere participation. It is risk‐taking, spontaneous, socially supported, heart‐pounding co‐creation. Some campuses, the University of Maryland Baltimore County for one, are taking small steps to foster this kind of engagement. They've found that it's good, hard work.     

The Effectiveness of Video as a Learning Tool in On‐line Multimedia Modules

The Broadnet Project produced on‐line interactive multimedia training modules in order to support local small and medium sized (SME) businesses. Two of these modules used videos which were incorporated into the modules and were designed to stream over the Broadnet network. These videos were produced by several different contributors to the project. This report examines the producers’ views and SME trainees’ perceptions of the effectiveness of the videos as training material. Findings suggests that it is the interactive nature of the videos with the clips and questions, and the use of narrative incorporating the information which these trainees found most useful for learning.     

The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment – implications of recent language intervention research

Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.     

Children and Place: Stories We Have, Stories We Need

Given existing curricula, instructional and assessment practices, teacher preparation programs, and multicultural education approaches, schools can be unhelpful places for students who are not at least middle class and politically white. Critical theory offers a range of conceptual frameworks for understanding and addressing these injustices but teachers find the ideas difficult to learn or to practice in classrooms. Increased attention to the use of stories is suggested to support individual and collective transformation and growth for teachers, students, and communities.