The role of feedback from phonology to orthography in orthographic learning: an extension of item‐based accounts

Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning.     

Intersecting communities of practice in distance education: the program team and the online course community

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.     

Education for citizenship: The role of progressive education and interdisciplinary studies

Critiques of education from both the left and right conclude that educational institutions hold the key for involving more citizens in the political process. While neither progressive nor interdisciplinary education is sufficient by itself to prepare students for what we identify as the chief requirements for citizenship in the 21st century-civic literacy, critical thinking, social conscience, tolerance and respect for diversity, global citizenship, and political action-a combination of the two can meet all six requirements. We propose an action agenda for high education that includes promoting student involvement in off-campus political projects and on-campus governance, modifying mission statements and promotion/tenure criteria, and offering interdisciplinary general education courses at the beginning and end of college that are progressively taught, and registering students to vote.Newell was the founding president of the Association for Integrative Studies, author ofInterdisciplinary Undergraduate Programs and several articles on interdisciplinary higher education, and a veteran of 19 years of interdisciplinary teaching.Dr. Davis has administered progressively taught institutions for college students, high school students, and the elderly. He is currently Executive Director of the United Way of Franklin County, Massachusetts, applying the same principles to community service agencies.     

From a System of Journals to a Web of Objects

Herbert Van de Sompel, Prototyping Team Leader, Research Library of the Los Alamos National Laboratory, took the audience on a journey from a paper-based scholarly communication system to a web of objects. Increasingly, the research process, not just its output, is web-based. Objects created and used as part of that process do not have the same sense of fixity that traditional publications had. Van de Sompel explored the problems inherent in the transition and the consequences of failing to proactively archive the full context of the scholarly record on the web.     

Index of mechanical efficiency in competitive and recreational long distance runners

The purpose of this investigation was to compare external work and net energy expenditure during a bout of repetitive stretch-shortening cycles between competitive and recreational long-distance runners. Participants were divided into either competitive or recreational runners based on their maximal oxygen consumption and self-reported 1600 m times. The stretch-shortening cycle involved a repetitive hopping protocol on a force plate while measuring oxygen consumption and lactate accumulation for a total of 10 min. External work and net energy expenditure were calculated for 3 min after steady state was achieved and the ratio between these variables was utilised as an index of mechanical efficiency. Lower extremity stiffness was calculated during this interval as well. Net energy expenditure was significantly lower in competitive runners (152.6 ± 33.3 kJ) in comparison to recreational runners (200.6 ± 41.4 kJ) (P = 0.02) given similar amounts of external work performed in both groups (competitive runners = 65.6 ± 20.1 kJ, recreational runners = 68.8 ± 12.1 kJ) (P = 0.67). Index of mechanical efficiency was significantly different between competitive runners (43.2 ± 9.0%) and recreational runners (34.8 ± 5.3%) (P = 0.03). No significant differences were found in lower extremity stiffness (P = 0.64). Competitive distance runners can perform similar levels of external work with lower net energy expenditure and thus a higher index of mechanical efficiency during repetitive stretch-shortening cycles in comparison to recreational runners with similar values of lower extremity stiffness. This ability could possibly be due differences in muscle–tendon length changes, muscle pre-activation, cross-bridge potentiation and short-latency reflex responses as a result of training which should be considered for future investigation.     

超神主宰大战暴走虚空

阵容分析
　　天辉Mineski：主宰、风暴之灵、蝙蝠骑士、撼地神牛、沉默术士
　　夜魇 Ehome：虚空假面、巨魔战将、剧毒术士、冰魂、复仇之魂
　　天辉是风暴之灵和主宰的双核,先说主宰,在新版本中主宰得到了比较大加强,其三技能的暴击概率随着等级的提高会增加到35%,用路人局的话说真是“刀刀烈火”。新版本主宰是作为一个后期来打的,前期是辅助英雄保护发育,配合一技能剑刃风暴,主宰在对线期就有比较强的击杀能力。主宰的加点由以前的主剑刃风暴变为现在三技能和黄点对点,前期只加一级剑刃风暴和棒子,这样主宰在前期就打物理输出了,为了配合这种加点,主宰一般先出相位鞋之后补疯狂面具,这样其进攻性将非常强。第一个大件一般选择分身斧,之后出碎颅锤转大晕锤,后期可以出金箍棒来克制对方物理后期。风暴之灵是老牌的魔法核心,风暴之灵对线能力一般,但是其六级之后的Gank能力比较强,顺风的风暴之灵可以十五分钟的时候拿到紫怨,有了紫怨的风暴之灵的单杀能力得到质的提升。在后期时,加魔法的装备非常适合风暴之灵,例如林肯法球、血精石、羊刀等。     

The role of first-year seminars and first-year college achievement for undeclared students

Higher Education - It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of...