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991.
Cesar R. Torres 《国际体育史杂志》2015,32(1):108-127
The election of Raúl Alfonsín in October of 1983 represented the return of democracy to Argentina after more than seven years of a military dictatorship that left the country in a terribly distressed state. Since the dictatorship had joined the boycott of the 1980 Moscow Olympics led by the USA, for Argentina, the 1984 Los Angeles Olympics meant both coming back to the Olympic fold and the first such festival under the new democratic government. This paper explores Argentina's trajectory towards, and construction of, its participation in the country's first post-dictatorship Olympics. In doing so, this paper reveals why participation in the 1984 Los Angeles Olympics was not a priority for the incoming administration and why such participation was not conceived as a potential emissary capable of reaffirming on the global Olympic stage the hard fought, yet still emerging, democracy of Argentina. In addition, it reveals not only the determination of the Alfonsín administration to make his sport policy work but also its aspirations, complexity and ambiguities. 相似文献
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994.
University course assignments increasingly focus on group work and group projects to help students collaboratively discover more about their fields of study. The Thomas G. Carpenter Library realized the need to investigate means for reimagining itself to better accommodate today's researchers. The complex process of planning for the redesign of both services and space undertaken by the library is described and explained in this first of a planned series of articles. 相似文献
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996.
Research has found discrepancies among folk beliefs about lie detection, deception cue utility, and retrospective accounts of detected lies. Elite customs agents (N = 37) were surveyed regarding their overall beliefs about how to detect lies (general strategy), their opinions about best practices (best strategy), and about a successfully detected lie (actual strategy). Responses were coded in three nonexclusive broad categories: (a) behavioral cues, (b) communication content and evidence, and (c) interactive-questioning approaches. Behavioral cues, especially nonverbal cues, were listed most frequently as general beliefs. Opinions about the best approach were evenly split across the three categories. Communication content and evidence was the most frequently reported actual detection method and was mentioned in 97% of the responses. The results are discussed in relation to Truth-Default Theory and their implications for lie detection practice. 相似文献
997.
Archipelagic rhetoric: remapping the Marianas and challenging militarization from “A Stirring Place”
Tiara R. Na’puti 《传播与批判/文化研究》2019,16(1):4-25
Engaging critical rhetorical fieldwork in the Mariana Islands archipelago, this article destabilizes colonial naming projects and US federal control that dispossess island places from Indigenous peoples. On Euro-American and military maps, archipelagoes are depicted as distant, tiny, empty, or merely (is)lands for US geostrategic control. I argue for a remapping of the Marianas as expansive, oceanic sites of resistance to colonial cartographic violence and US militarization. Fieldwork in the Marianas demonstrates how Indigenous epistemologies function as archipelagic rhetoric enacted through a Chamoru sense of place. I examine these fluid relational connections to place and their implications for decolonization. 相似文献
998.
It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence production. In a within‐subjects paradigm, participants first learned 32 abstract sentences from an artificial corpus conforming with Italian phonotactics. Sixteen sentences were encoded audiovisually. Another set of 16 sentences was also encoded audiovisually, but, in addition, each single word was accompanied by a symbolic gesture. Participants were trained for 6 days. Memory performance was assessed daily using different tests. The overall results support the prediction that learners have better memory for words encoded with gestures. In a transfer test, participants produced new sentences with the words they had acquired. Items encoded through gestures were used more frequently, demonstrating their enhanced accessibility in memory. The results are interpreted in terms of embodied cognition. Implications for teaching and learning are suggested. 相似文献
999.
Bret G. Range Susan Scherz Carleton R. Holt Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising
and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys,
a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors.
Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore,
principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’
unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because
they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision,
principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use
of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported
that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals
felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans
truly remediated poor teachers. 相似文献
1000.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献