Are all teenagers emotionally illiterate? Charting a neuroscientific storying of normative deficit

Defining ‘emotional illiteracy’ is a task located within the broader context of expert (and subsequently public) assumptions regarding the normally expectable competencies of the age group concerned. In the late 1990s a series of neuroscientific studies reporting adolescents' limited ability to recognize emotional states from facial expressions seemed to present radically new developmental benchmarks. Although these studies were subsequently subjected to considerable methodological and interpretive criticism, some incautious assertions regarding teenagers' general inability to respond appropriately, especially in emotionally charged situations, continued to flourish. This paper charts the creation and maintenance of these ideas over the past decade to illustrate how, when primary sources are not carefully checked, powerful messages for which there is dubious empirical evidence can become incorporated into expert advice. It also suggests the importance of linking neuroscientific claims to other strands of contemporary Western efforts to define and contrast normative and disordered emotional behaviour in adolescence.     

论信息资产的识别

信息资产是组织所掌握或控制的、能够为组织带来经济利益的、与组织信息相关的一切资产。对信息资 产进行识别有利于组织实施有效的管理。在讨论信息资产特征的的基础上,提炼和优化信息资产识别指标,构建信息 资产识别表,制定信息资产识别步骤,为信息资产的识别提供了可行方法。     

部件数和字频在汉字识别中的作用

采用词汇判断作业,设置了频率(高频和低频)和部件数(2部件和3部件)两个变量,考察了部件数和字频对汉字加工的影响。结果发现高、低频真字均有部件数效应,字频效应也显著,但字频和部件数不存在交互作用。这表明汉字是以末级部件为心理表征的,部件数对高频和低频汉字的识别都有影响。     

终身教育视野下的非正规学习成果认证:理念与形式

非正规学习成果认证是终身学习实现的重要制度之一,我国当前已经实现了部分非正规学习成果的认证。已有的认证一般较为注重对个体学习的过程和结果进行证明,主要形式有成人高等教育学历证书、高等教育自学考试学历证书和职业资格证书等。     

方志类古籍地名识别及分析研究——以《方志物产》(广东分卷)为例

以地方志资料汇编《方志物产》(广东分卷)为语料,利用命名实体识别技术实现物产地名的自动识别。通过对物产地名、识别规则的文献计量学研究,挖掘物产分布、物产引进和传播等知识内容,为方志类古籍的数字化整理提供新途径。     

Analyses Of “Teaching”

Abstract

This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action.This article concludes that recognition theory offers pedagogic action a problematic challenge: it is as problematic to follow Honneth’s original ideas as it is to invent new directions in understanding misrecognition as a pedagogical challenge.     

An ontology of RPL: improving non-traditional learners' access to the recognition of prior learning through a philosophy of recognition

This article considers the underachievement of RPL in the Australian vocational education and training (VET) system, in terms of its apparent failure to reach and achieve outcomes for marginalised groups. It notes a range of analyses that are currently used to address this concern and draws on doctoral research in progress to highlight ontological questions that are brought to the process by RPL candidates. Axel Honneth's theory of recognition is then introduced as a means to shed light on these issues. Viewing RPL through the lens of a philosophy of recognition and the concept of ontological security the article asks questions about the nature and effects of the assessor–candidate relationship, inviting consideration of this relationship as an intersubjective exchange within a wider, more fundamental ‘struggle for recognition’. It is argued that a more ontological perspective could provide a framework for increasing access to and successful completion of RPL by non-traditional learners.     

Situation-orientated recognition of tactical patterns in volleyball

Abstract

One important factor for effective operations in team sports is the team tactical behaviour. Many suggestions about appropriate players' positions in different attack or defence situations have been made. The aims of this study were to develop a classification of offensive and defensive behaviours and to identify team-specific tactical patterns in international women's volleyball. Both the classification and identification of tactical patterns is done by means of a hierarchical cluster analysis. Clusters are formed on the basis of similarities in the players' positions on the court. Time continuous data of the movements, including the start and end points during a pass from the setter, are analysed. Results show team-specific patterns of defensive moves with assessment rates of up to 80%. Furthermore, the recognition of match situations illustrates a clear classification of attack and defence situations and even within different defence conditions (≈100%). Thus, this approach to team tactical analysis yields classifications of selected offensive and defensive strategies as well as an identification of tactical patterns of different national teams in standardized situations. The results lead us to question training concepts that assume a team-independent optimal strategy with respect to the players' positions in team sports.     

Visual Recognition of a Gymnastics Skill by Experienced and Inexperienced Instructors

Abstract

The purpose of this study was to determine the relationship between teaching experience and selected factors involved in skill analysis, namely, perceptual recognition and visual inspection strategy. Specifically, the study compared three groups with different levels of gymnastic teaching experience in the ability to recognize components of previously presented gymnastic performances. The nature of the recognition task also made it possible to test certain tentative hypotheses regarding strategies employed by the groups. The recognition accuracy of 20 gymnastic coaches (Specialists), 20 veteran physical education teachers (Generalists), and 20 pre-service physical education teachers (Novices) were assessed using a unique film/slide testing technique which permitted variation of the information load imposed upon the observer. Results indicated that Specialists were significantly more accurate than Generalists and Novices, but that Generalists were not different from Novices. There was no statistical indication that Specialists allocated attention to the components of the gymnastic performances differently than the less experienced groups, although there were indications of a unique visual profile for Specialists when observing under the largest information load condition.     

开放式评价与前沿学者负责制：胜出机制变革引发的云科学革命

让杰出人才及时胜出并充分发挥作用能够最有效地促进科技进步和创新能力的提升,为解决这两大难题．该文提出开放式评价和前沿学者负责制。国家安全与经济发展的迫切需要,遏制学术平庸的迫切需要,必将导致这种新型的评价方式与新型的科研人才体制的实施与推广,成为我国科技体制改革的突破口。这也将导致胜出机制的变革,引发云科学革命。