过自己的生活

我热爱语言，欣赏人们通过改变声调轻松交流的能力。我经常看名言警句，品味其中的不同内涵，含义的不同归因于强调内容的不同以及用不同方式读同一组词。我之所以非常看重用作本文标题的这句话，有很多原因，说这句话的时候，无论强调哪个词，整个句子都非常重要。     

Cluster score performance of learning disabled students on the Woodcock-Johnson psycho-educational battery

Research suggests that the Woodcock-Johnson may be ineffective in its ability to identify learning disabled students, to depict their aptitude accurately, and to highlight processing strengths and deficits. Seventy-one previously identified learning disabled students were given the WJPEB, and their cluster score performance was evaluated. Using three different methods of obtaining discrepancies, only slightly more than half of the LD students were identified. Memory deficits were apparent. Support is given for cautious use of the WJPEB in LD diagnosis.     

Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.     

Effect of endurance training on blood lactate clearance after maximal exercise.

The aim of this study was to measure serial changes in the rate of blood lactate clearance (gamma2) in response to sequential periods of training and detraining in four male triathletes aged 22-44 years. There were two major phases of training and taper, each lasting 4-5 weeks (training 1 = 5 weeks, taper 1 = 2 weeks, training 2 = 4 weeks and taper 2 = 2 weeks), in preparation for a triathlon competition. The training stimulus absorbed by each subject was carefully quantified from the duration and intensity of the training exercise. A serial weekly measure of each trainee's physical response to training was evaluated as the peak power, termed a 'criterion performance', developed by a subject during a 30 W x min(-1) ramp cycle ergometer test to exhaustion each week. During 30 min of recovery after this test, 13 samples of venous blood were drawn sequentially from a subject to measure the blood lactate recovery curve. The rate constant of blood lactate clearance was estimated by a non-linear least-squares regression technique. In addition, the concurrent time to peak lactate concentration and the peak lactate concentration were also estimated to help define changing lactate kinetics. The criterion performance generally declined throughout each period of incremental training and improved during each taper period, rising iteratively in this way to be clearly above baseline by the end of the second taper. The blood lactate clearance rate increased transiently in early training before declining from the middle of the first training period to the middle of the first taper; thereafter, gamma2 increased above baseline in each trainee throughout the remaining first taper and the major portion of the second training period, decreasing only in the final criterion performance test. The time to peak lactate declined from baseline throughout all phases of training and taper. Peak blood lactate increased in all subjects to the end of the first taper before declining by the end of the second training period, rising again to baseline levels during the second taper. The change in gamma2 was examined relative to the work rate achieved in cycle ergometry above an initial baseline score (deltaCP) and against concurrent peak blood lactate. There was a clear upward shift in gamma2 above baseline throughout the first and second training and taper in two subjects; this was less clear in the remaining two subjects, each of whom had a lower deltaCP. We conclude that this indicates improved lactate clearance, manifest by the change in gamma2 induced by endurance training.     

Mediating Voices: Community Participation in the Design of E-Enabled Community Care Services

In the United Kingdom, information and communication technologies are being used to e-enable multiagency community services for children. Public policy advocates that practitioners as well as users should be involved in the shaping of services including the information systems used in their delivery. This article discusses how a group of social and computer scientists developed the social formation methodology to facilitate nonexpert community participation in the design of e-enabled community care services. The longitudinal study adapts qualitative methods to understand community welfare and to foster participation in the design of communication systems. By exploring the perspectives of welfare practitioners and families, the importance of situated and mediated conversations in community care is identified. The facilitative conversation approach of the study then brings these community perspectives, as well as ICT perspectives, into design processes of e-enabled services.     

“Thank You for Being Republican”: Negotiating Science and Political Identities in Climate Change Learning

When engaging with socioscientific issues, learners act at the intersection of scientific, school, and other societal communities, drawing on knowledge, practices, and identities from both in and out of the classroom to address problems as national or global citizens. We present three case studies of high school students whose classroom participation in a unit on the politically polarizing topic of climate change was informed by their political identities and how they situated themselves in climate change’s sociocultural, historical, and geologic context. We describe how these students, including two who initially rejected human-influenced climate change but revised their understandings, negotiating dissonant identities in the classroom through repeated engagement with conflicting political and scientific values, knowledge, and beliefs. These case studies problematize building bridges between formal and informal learning experiences and suggest that it may be necessary to leverage disconnections in addition to building connections across settings to promote productive identity work. The results further suggest that supporting climate change learning includes attending to identity construction across ecosocial timescales, including geologic time.