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Syed Shamil B.Sc. Ph.D. C.Chem. M.R.S.C. M.I.F.S.T. Gordon G. Birch B.Sc. Ph.D. D.Sc. F.R.C.S. F.I.F.S.T. 《Endeavour》1990,14(4)
Of all the senses, that of taste is perhaps the hardest to define and quantify and elucidation of the underlying mechanisms is unrespondingly difficult. This article describes a conceptual model — at the molecular level — for the four basic taste modalities, using apparent specific volume as a fundamental parameter. It also considers possible practical applications. 相似文献
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The propagation of elastic waves in a heterogeneous bar of variable cross-sectional area is investigated via use of the method of characteristics andthe Laplace transform technique. The Young's modulus and density are assumed to be representable as either power law or exponential distributions in the axial coordinate. The transform method is used to establish an infinite number of multi-parameter solutions in closed form for either a stress, velocity or displacement type boundary condition. The numerical characteristic computations show excellent agreement when compared to the transform solutions, and are then used to obtain additional solutions not attainable by the transform method. Detailed results and conclusions for a bar of ogival cross-section are given for a wide range of inhomogeneity. 相似文献
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Cristina Ros i Solé 《Distance Education》2005,26(3):299-323
In distance learning provision in languages, fault correction and feedback can facilitate teacher–student dialogue. This article examines teachers’ beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism. 相似文献
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Tamar Murachver Margaret-Ellen Pipe Rachael Gordon J. Laurence Owens Robyn Fivush 《Child development》1996,67(6):3029-3044
To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations. 相似文献
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Mordechai Gordon 《Educational theory》2007,57(1):37-52
A bstract . In this essay, Mordechai Gordon explores the significance of Rilke's challenge to "live the questions" and embrace uncertainty with respect to the quest for certainty in education. The quest for certainty in education refers to our desire to gain a sense of psychological security and more control over a field that is fundamentally indeterminate. This quest implies an unwillingness to live with the inherent complexities and risks of education. After exploring the meaning and import of Rilke's challenge and comparing it to the position of Socrates, Gordon uses Rilke's insight to analyze a specific educational experience and then discusses some of its educational implications for teacher education. 相似文献