Supporting hypothesis generation by learners exploring an interactive computer simulation

Computer simulations provide environments enabling exploratory learning. Research has shown that these types of learning environments are promising applications of computer assisted learning but also that they introduce complex learning settings, involving a large number of learning processes. This article reports on an instrument for supporting one of these learning processes: stating hypotheses.The resulting instrument, an hypothesis scratchpad, was designed on the basis of a conceptual representation of the simulation model and tested in an experimental study. In this study three versions of the scratchpad, varying in structure, were compared. It was found that support offered for identifying variables, in the form of a selection list, is relatively successful: students who used this list were better in differentiating different types of variables. For identifying relations, a selection list of relations offered to the students proved unhelpful in finding accurate relations: students using this list stated their hypotheses mainly at a very global level.The research reported was conducted in the project SIMULATE. SIMULATE was part of SAFE, a R&D project partially funded by the CEC under contract D1014 within the Exploratory Action of the DELTA programme. The work of SIMULATE is continued in the DELTA main phase project SMISLE.     

三子养亲汤平喘量效关系的研究

[目的]研究三子养亲汤平喘量效关系.[方法]建立卵蛋白(OVA)致敏小鼠哮喘的实验模型进行研究.结果三子养亲汤复方配伍中NO.3(莱菔子:紫苏子:白芥子1∶2∶1)高剂量组小鼠血清中IgE和LTC4(白三烯C4)的含量均低于生理盐水组(P<0.05),而其它配伍组小鼠血清组胺与生理盐水组均无明显差异(P>0.05).[结论]三子养亲汤中紫苏子的配伍含量高,平喘效果好.     

The dynamics of ethnic identity and student life

Students entering higher education need to integrate themselves into a new study community. Those coming from minority ethnic backgrounds may experience this phase more intensely since they may feel themselves to be different or consider that they are being treated differently. This article approaches ethnic identity as a dynamic concept. The differences characterizing students with varying ethnic self‐definitions are explored as subjective factors that are important for good study progress. Finally, study progress after one year is analyzed.     

闻一多是中国共产党的亲密战友和共产主义战士--纪念闻一多诞辰100周年

本文是纪念闻一多先生诞辰100周年的文章,分为两个部分,第一部分是作者回忆闻一多在西南联大支持学生民主运动,与中国共产党的接触,作者亲眼目睹,并与闻一多有过接触;第二部分论述闻一多永远值得后人学习的五个方面.     

加强应急管理是维护高校稳定的根本所在

突发事件是影响高校稳定的突出问题。提高思想认识、理顺工作体制、强化应急管理,有效预防和积极应对突发事件,是当前高校迫在眉睫的管理大计,也是维护校园稳定、构建和谐校园的根本所在。     

The Effects of Extinction in the Treatment of Sleep Problems with a Child with a Physical Disability

Sleep problems are common among young children with developmental disabilities. In many cases, parental attention has shaped and reinforced these problems. In the present study, extinction of parental attention was effective in the elimination and long-term maintenance of nighttime crying with a young child with a physical disability.     

Deafness and attention in deaf children

The study shows the differences between hearing parents and deaf instructors interacting with deaf children and directing their attention. Data were collected at home and at a service for special needs in Bristol, England. The mother or instructor was asked to play naturally with the child with the toys provided. When the child's attention was focused during their play, the mother or instructor had to try to direct the child's attention to each of the toys. The results suggest that both groups (mothers and instructors) were effective in directing attention to objects not in the immediate area of play; however, hearing mothers were more successful than deaf instructors.     

A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach

This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation.