野外求生装备

不要对电影《触及颠峰》出现的情况心神不宁，别紧张。无论是在山区还是草原，现代化的装备可以让你在野外保持干燥、安全和充足的营养。带上我们介绍的装备和经验去野外吧，我们保证你不会沦为衣不蔽体的原始人……     

Signs Fail to Increase Zoo Visitors' Ability to See Tigers

ZOO exhibits have fairly high attractive power, but often do not engage visitors or hold their attention for long. A drawback of naturalistic zoo exhibits is the frequent inability of zoo visitors to find the animals, as increased animal visibility increases visitor stay time and engagement. Even visible animals can be difficult for visitors to find unaided. In this study, signs pointing out the animals' locations were added to a tiger exhibit at Zoo Atlanta, but they did not increase the number of visitors who found the tigers in the exhibit While the signs were accurate in pointing out the tigers' locations (due to the high predictability of the tigers' resting habits), very few visitors reported even using the signs. Interviews with visitors indicated that visitors did not read the signs, and that animal activity and children's ability to see animals may affect visitors' self‐reports of ability to find tigers.     

Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning

A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions of learning as complementary and mutually constitutive. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. We first introduce the key concepts of inferentialism and consider the perspective on learning that inferentialism inspires. Then, we condense the lessons of the inferentialist concepts into a single mastering metaphor for learning and argue that learning consists in the process by which learners come to master concepts and practices. We conclude by discussing how the mastering metaphor could be put to work in a theoretical reconciliation of the cognitive and sociocultural dimensions of learning.     

Student sexual orientation,promiscuity and urban acculturation as factors that influence teacher judgments about HIV+ students

Attributions toward HIV⁺ adolescents made by teacher education students who graduated from rural or urban high schools were examined. Participants read vignettes in which level of promiscuity and sexual orientation were varied, then completed a rating scale that reflected various attitudes toward HIV⁺ students. The vignette student labeled promiscuous was blamed and judged more personally responsible for contracting the disease than the non‐promiscuous student. Participants who reported graduating from urban high schools indicated more positive affect and positive attitude toward integration, but also higher levels of fearfulness, than did those from rural high schools. Sexual orientation and the participant's high school location interacted on the need for reporting/precautions variable. Those from urban high schools indicated a higher need for reporting and safety precautions than did those from rural high schools when the HIV⁺ student was labeled heterosexual. School Psychologists should be aware of the varied factors that are involved in teacher judgments concerning HIV⁺ students. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 173–182, 2003.     

Integrated Teaching or Learning to Live with the Personal Computer in Engineering Education

As new technology, such as the personal computer, and wider applications are introduced it becomes more important to integrate subject areas on a degree course in electronics. This is to accommodate the new material without extending course length. Experience in subject integration at first-, second- and third-year level has shown that it increases student awareness and motivation. The development of suitable material is time-consuming whilst its successful implementation relies on close cooperation between subject specialists.     

A library for problem-based learning (PBL)

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