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731.
Historically, humanity has assigned death to evil spirits, malevolent gods, and other supernatural agents; but by the eighteenth century, the scientific spirit began to manifest itself through more precise biologic definitions of death. Thanks to modern medical technology, these early scientific views, with their considerable margin for error, gave way in the twentieth century to criteria based on such diverse factors as total lack of response to external stimuli, absence of spontaneous muscular movements, absence of all reflexes, total collapse of the arterial blood pressure, flat electrocardiogram, and flat electroencephalograph tracings. Undoubtedly such difficult matters as organ transplants, wills, homicide, euthanasia, and abortion demand precise definitions of death; but modern medical advances have engendered visions of physical immortality with doctors as the arbiters who often define and determine death. Even so, such one-dimensional, scientific views fail to capture those nebulous social, religious, or spiritual definitions that pervade humanity's definition of death. Humanistic views of death resist the movement of death from the moral realm to a technological order that places people in a system, theory, or chart, where they are thus absolved from fear of freedom. Rather, humanistic definitions demand that humanity step beyond mechanistic definitions of death into a transcendent world of moral choices that guarantee human dignity and worth by ascribing meaning to life and death. These meanings counter the desiccating fear that something like biologic human might, through something called medical technology, defeat something called fate.  相似文献   
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Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies and techniques for the productive use of these tools. The projects described above provided preservice faculty, students, and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology. Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom teachers who have the knowledge and skills to facilitate learning in an array of educational environments.  相似文献   
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Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes.  相似文献   
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Henry M. Field, The Story of the Atlantic Telegraph (originally published by Scribner's in 1893, 415 pp.)

John E. Kingsbury, The Telephone and Telephone Exchanges: Their Invention and Development (Longmans, Green, 1915, 558 pp.)

George B. Prescott, Bell's Electric Speaking Telephone: Its Invention, Construction, Application, Modification and History (Appleton, 1884, 526 pp.)

Robert Luther Thompson, Wiring a Continent: The History of the Telegraph Industry in the United States, 1832-66 (Princeton University Press, 1947, 544 pp.)

The Horn Speaker (P.O. Box 12, Kleberg, Texas 75145 -- $3.00 per year/10 issues)  相似文献   
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This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology.  相似文献   
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The van Hiele theory and van Hiele Geometry Test have been extensively used in mathematics assessments across countries. The purpose of this study is to use classical test theory (CTT) and cognitive diagnostic modeling (CDM) frameworks to examine psychometric properties of the van Hiele Geometry Test and to compare how various classification criteria assign van Hiele levels to students. The findings support the hierarchical property of the van Hiele theory and levels. Using conventional and combined criteria to determine mastery of a level, the percentages of students classified into an overall level were relatively high. Although some items had aberrant difficulties and low item discrimination, varied selection of the criteria across levels improved item discrimination power, especially for those items with low item discrimination index (IDI) estimates. Based on the findings, we identify items on the van Hiele Geometry Test that might be revised and we suggest changes to classification criteria to increase the number of students who can be assigned an overall level of geometry thinking according to the theory. As a result, practitioners and researchers may be better positioned to use the van Hiele Geometry Test for classroom assessment.  相似文献   
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