Video Presentations that have to Teach

To be successful, an instructional video presentation needs to be effective, valued, liked and efficient, and educationalists and designers should strive (explicitly and implicitly) to satisfy these criteria. In the interests of optimum teaching effect, a didactical distinction is recommended between video presentations that have to ‘instruct’, ‘explain’, ‘tell’ and ‘let encounter’. A schema or frame of reference is proposed, the use of which (it is claimed) can help to optimise communication between video producer, teacher and instructional designer     

史怀哲、敬畏生命与世界宗教

史怀哲“敬畏生命”的生态伦理学认为一切生命不仅有价值,而且是神圣的.他把这看成是逻辑和思想的必然结果.他强调人类与其他各种生命形式之间休戚与共的关系,他所遵循的“不伤害生命”或“善待其他生命”等基本原则,与世界上其他宗教和文化的根本信念是一致的,如基督教、印度教、佛教、儒家和道家等,尽管理论上稍有不同.史怀哲还以自己一生都在非洲热带丛林里进行医疗事业的传奇经历,亲自实践着他的这一生命伦理理念,全身心地、多方面地努力追求敬畏生命的道德生活.     

The role of teacher behavior in adolescents’ intrinsic reading motivation

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. Further, students’ perception of teachers’ autonomy support was particularly related to girls’ intrinsic reading motivation.     

Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam''s razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships.     

“I never felt more uncomfortable in my life”: University students' discursive constructions of “the lesbian convention”

In this paper, we draw from the body of theories on the discursive construction of prejudice to examine the communicative strategies that university students employ to manage their talk about lesbian women who visited their campus during a women's music festival. We found that, although students used a number of strategies that communicate heterosexism subtly, the students relied more often on strategies that communicate heterosexism in blatant ways‐a finding that contradicts much of what has been written about the discursive construction of prejudice. We theorize that these findings are, in part, due to the methods we used to gather data: No researcher was present during the discussions. We conclude that this methodology may be useful for teaching students the powerful nature of discourse in the perpetuation of prejudice.     

The Library as Service-Learning Partner: A Win–Win Collaboration with Students and Faculty

ABSTRACT

This case study of a quarter-long collaborative service-learning project, repeated over several quarters, involves technical communication students and librarians at Eastern Washington University. The librarians needed to promote RefWorks, while the technical communication faculty needed a client with a computer-based tool for students to learn and then teach to others. Working in teams, fifty-eight students planned and executed fifteen RefWorks workshops for students. The majority of students liked using RefWorks and gave successful presentations to their peers. This project increased awareness and usage of RefWorks while also affording librarians a student-centered perspective on teaching and using this tool. In this win–win collaboration, students learned useful skills in addition to developing a sense of community with the library.     

Cable and New Media

Cable Television in Canada ((January 1971)

Public Announcement: The Integration of Cable Television in the Canadian Broadcasting System (February 26, 1971)

Canadian Broadcasting “A Single System”: Policy Statement on Cable Television (July 16, 1971)

Joseph Newman (directing editor), Wiring the World: The Explosion in Communications (Washington, D.C.: U.S. News & World Report, 1971—$2.95, paper)

Herbert W. Meyer's A History of Electricity and Magnetism (Cambridge, Mass.: MIT Press, 1971—$10.00)     

Film Theory and Criticism

William T. Pilkington and Don Graham, eds., Western Movies (Albuquerque: University of New Mexico Press, 1979–$13.95/$6.95)

William R. Meyer, The Making of the Great Westerns (New Rochelle, New York: Arlington House, 1979 – $20.00)

Michael Pitts, Famous Movie Detectives (Metuchen, New Jerseys Scarecrow Press, 1979 – $11.95)

Gerald Mast's The Comic Mind (Chicago: The University of Chicago Press, 1979– $7.95 paper)     

“Feeling Much Smaller than You Know You Are”: The Fragmented Professional Identity of Female Sports Journalists

Interviews with women working as sports journalists showed that they must negotiate several tensions, including balancing their conflicting identities as woman and as professional journalist. Nevertheless, in the end, they also saw the two as compatible. They fell along a spectrum of resistance to traditional values in sports and journalism, providing evidence of cracks in hegemonic notions of what it means to be a woman covering sports.