New “Starting Points” for Resources by Subject

The objective of the Starting Points Web page series at The University of Texas Health Science Center at San Antonio (UT HSC) Libraries is to provide specialized information resources in an organized online format. Highlighted resources include databases, journals, UT HSC campus information, funding sources, PubMed® RSS article feeds, and information about professional associations. This paper discusses the development process, planning, challenges, and outcomes of the Starting Points series.     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.     

论张文虎对《儒林外史》“功名富贵”主题的突破

张文虎是对《儒林外史》的评点做出过突出贡献的评点家之一,其所作的"天评"评语独具特色。在对《儒林外史》主题的认识较已有的"功名富贵"论有很大突破,主要体现在对社会现象的批判上,这相较于"卧评"、"黄评"来说有一定的进步之处。     

嵌入式安全代理及安全Web服务器移植研究

文章阐述了基于ARM平台实现嵌入式安全代理服务器与安全Web服务器移植的关键技术,主要内容包括ARM平台openssl的移植方法,SSL代理服务器及安全web服务器在ARM主机的移植安装与运行.最后,以两个运行实例演示安全代理服务器及安全Web服务器的运行效果.     

A survey of video game players in a public,urban research university

A survey was conducted in a public, research university located in a large and diverse metropolitan area in the southeastern part of the USA. The purpose of the survey was to determine both the positive and negative personal, educational, social, and work related consequences of playing video games. Nearly two‐thirds of the 203 participants in this study were of Hispanic heritage. A majority of the sample of participants was derived using a school intercept, as opposed to mall intercept, strategy. The remaining participants were obtained using snowball, and convenience sampling techniques. Statistically significant differences between males and females were found in the areas of communication, decision making in daily lives, leadership skills, collaborating, functioning in a team, and giving directions to others. These differences were favorable to males.     

客家山歌与客家女性婚恋文化

客家民俗作为一种特色资源的民间文化,它承载了厚重的客家历史。民俗文化是乡间社会环境影响下的社会个体和群体创造的,它深刻地反映了客家女性婚姻思想的内在实质。客家山歌、哭嫁歌、宗法意识等民俗视阈反映了客家女性婚姻思想,客家民俗与客家女性生存地位有着重要的深层影响关系。     

Partner Knowledge Awareness in Knowledge Communication: Learning by Adapting to the Partner

Awareness of the knowledge of learning partners is not always sufficiently available in collaborative learning scenarios. To compensate, the authors propose to provide collaborators with partner knowledge awareness by means of a visualization tool. Partner knowledge awareness can be used to adapt messages toward the partner. This study investigated the cognitive consequences of message adaptation on producers. The authors chose a simulated collaboration scenario in order to dissociate the producer effect from recipient and collaboration effects. Results on 42 participants that had been randomly assigned to either the partner knowledge awareness condition (partner and own knowledge visualized) or the control condition (only own knowledge visualized) are reported here. Participants in the partner knowledge awareness condition adapted their contributions according to the visualized partner's knowledge and benefited with regard to the acquisition of elaborated knowledge.     

Why and how people of limited intelligence become calendrical calculators

Abstract

Calendrical calculation is the rare talent of naming the days of the week for dates in the past and future. Calendrical savants are people with low measured intelligence who have this talent. This paper reviews evidence and speculation about why people become calendrical savants and how they answer date questions. Most savants are known to have intensively studied the calendar and show superior memory for calendrical information. As a result they may answer date questions either from recalling calendars or by using strategies that exploit calendrical regularities. While people of average or superior intelligence may become calendrical calculators through internalizing formulae, the arithmetical demands of the formulae make them unlikely as bases for the talents of calendrical savants. We attempt to identify the methods used by a sample of 10 savants. None rely on an internalised formula. Some use strategies based on calendrical regularities probably in conjunction with memory for a range of years. For the rest a decision between use of regularities and recall of calendars cannot be made.     

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.     

The relative benefits of learning by teaching and teaching expectancy

The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach.