Climate change by the numbers: Leveraging mathematical skills for science learning online

The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers.     

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.     

What we feel and what we do: emotional capital in early childhood work

The ancient Greeks articulated three types of knowledge, episteme, techne and phronesis. Education has emphasised two of these – ‘pure’ knowledge and technical skills – while neglecting the latter. Within early childhood a key aspect of phronesis – practical wisdom – is emotion work, and its impact on the well-being of educators. Taking a sociological approach to emotions within early childhood reveals how these are shaped by issues of gender, social class and other dimensions of inequality, rather than being universal. Drawing on interviews with childcare educators in Australian services, I analyse how emotion work practices become embodied over time, and the role that this emotional capital plays in moderating workforce issues such as burnout or low morale. Making the practical wisdom of early childhood educators a more conscious part of pre-service and in-service education challenges existing educational approaches, and enables a more critical, reflexive and resilient workforce.     

不同经济管理模式对快递物流行业的促进作用论析

伴随全球产业链的延伸与细分,成品、半成品、大宗物品的区域、跨区域运输量成几何规模迅速膨胀,快递物流行业如雨后春笋般快速壮大,成为了新兴的朝阳产业。文章从电子商务管理、定额管理、供应链管理三个不同的经济管理模式分析各自对快递物流行业的促进作用,并针对这些管理模式的未来发展方向提出相应见解与意见,以此来优化快递物流行业的管理模式。     

Outlook Express在教学中的应用

随着网络技术的发展,电子邮件成为当今越来越常用的工具之一,也成为了当今教学中的一种重要教学手段。本文结合自己多年来在教学中应用Outlook Express的实践,介绍OutlookExpress在学生电子邮件作业管理、协作学习的开展、实现移动办公等方面的应用。     

用Authorware制作MCAI课件的后期处理技术

本对用Authorware制作MCAI课件打包与发布等后期处理技术进行了探讨。     

注重考辨以史料证史——论朱自清先生《诗言志辨》的研究方法

《诗言志辨》是朱自清先生古典诗论研究的最重要的著作,他重实证,以史料证史,从诗言志、诗教、比兴和正变四个方面进行考辨,体现了其一丝不苟、慎思明辨的治学精神。     

The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses

ABSTRACT

This paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or both of these LCT dimensions have guided their practice in the teaching of English for academic writing and specifically, the development of their students’ critical dispositions by teaching them how to apply lenses to analyse texts so that they may make informed judgements. Data from classroom interventions and student writing are provided. It is hoped that this paper elicits further discussion in the growing field of applying LCT and may draw attention to the role of the EAP teacher as expert in linguistics and the need to focus more on knowledge in EAP writing courses.     

胡宏“性本论”探析

性是中国哲学史上一个重要的哲学概念.在胡宏之前,很多哲学家都对性进行过深入论述,但他们都只局限于人性论,没有把性提高到本体论的高度.胡宏哲学的显著特点就在于他认为性不仅具有人性的意义,它更是宇宙间天地万物变化、生成之源与人伦日用之本.这种作为天下之本的性是善恶无法表达的,要做到"成性",必须"尽心".