Introducing micro-computers to micro-learners through play

Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas.     

设计美在品牌与企业识别关系系统中之体现

品牌就是消费者与产品之间的关系。品牌形象是品牌在消费者心中的感知形象,品牌识别则是企业希望自身品牌达到的预期效果。企业识别系统正是联系企业与消费者、品牌识别与品牌形象的中间链条。企业识别设计是美的设计,其中MIS属设计美的内容,BIS和VIS属设计美的形式;BIS是设计美的活动形式,VIS是设计美的对象的存在形式。三者推衍依存,共同带动企业经营的步伐,塑造企业独特的品牌形象。     

河南省高师大学生急救能力现状调查分析

以问卷调查等方法，对河南省高师部分在校大学生的急救知识掌握情况进行调查。结果显示，河南省高师大学生掌握的急救知识异常贫乏，急救实践技能欠佳。本针对此现状进行分析，提出相应对策。     

Positive Shyness in the Brain: Frontal Electroencephalogram Alpha Asymmetry and Delta–Beta Correlation in Children

Positive shyness is thought to be an approach-dominant form of shyness, whereas non-positive shyness is thought to be an avoidance-dominant form of shyness. This study examined electrocortical and behavioral correlates of motivation and emotion in relation to these shy subtypes in 67 children (M_age = 10.41 years, SD = 3.23). Using resting state electroencephalography, findings revealed that positive shy and low shy children had greater relative left frontal alpha asymmetry compared to non-positive shy children, and positive shy children had a higher frontal delta–beta correlation compared to other groups. Non-positive shy children scored highest on parent-reported school avoidance. These findings converge with previous work reporting distinct correlates in positive and non-positive shyness, extending this to two brain measures of motivation and emotion.     

师范院校学生的教师职业态度研究

了解师范院校学生对教师职业态度的现状，为我国21世纪办好师范教育提供借鉴。对甘肃省属7所高等师范院校的611名大学生采用自编的“调查问卷”进行调查，并通过访谈结果作补充分析。结果表明师范大学生的教师职业态度总体趋势是好的，但也存在不少问题，即“高认识-高情感-低意志”的不协调状态。解决的有效途径是加强对师范院校学生教师职业态度和职业精神的形成性教育，呼吁有关部门采取有效措施切实提高教师的整体地位。     

Career Choice: An Exploration of Personal Possibilities by Young People in Australia and Singapore

In most cultures, young people begin to think about plans for the future during adolescence. In particular, the question of career choice becomes especially salient. Among the various crises associated with adolescence in Western cultures, that of choosing a career has been singled out by some researchers as the most problematic developmental task facing youth (Grinder, 1975; Connell et al, 1975). Wish-fulfilling fantasies decline and realistic thinking about education and work increases (Lessing, 1968) and the development of the self is accompanied by developing views on the world of work (Pryor, 1983). In developing countries, it has been suggested that the level of development becomes a pressure on the career orientation of youth. For example, to the extent that certain sets of values defined as ‘modern’ are accepted, then the desire for upward mobility, consumerism and enhanced life-style become associated with educational and occupational criteria (Saha, 1981; Chang, 1983).     

Layers and links: Learning to juggle ‘one more thing’ in the classroom

This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented.     

Responses to Educational Television: a case‐study

The paper focuses on the need to evaluate responses to educational television despite the difficulties involved. Case‐study and survey methods were used in one Local Education Authority and responses to a documentary schools' broadcast by 129 pupils in four schools examined in detail. Pupils who engaged in spoken or written follow‐up activities to the programme were more prone to change attitudes as a result when compared with a control group who experienced no follow‐up. Greater tentativeness was shown by the group engaging in extensive follow‐up (talking and writing) and this group also achieved higher essay marks than pupils who had not engaged in discussion follow‐up. Implications for classroom practice in relation to ETV are considered.     

‘... for more and better religious education’

Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points.