A Contrastive Study of the Chinese and British Table Manners

The table manners refer to the rules and standard of behaviors that people should abide by in the formal dining process?es. Due to the different cultural backgrounds, there are different cultures of ta...     

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.     

The cumulative and residual fatigue response associated with soccer-specific activity performed on different playing surfaces

ABSTRACT

This study aimed to assess the effect of playing surface (Natural [NT] and Artificial [AT] Turf) on the fatigue response to a soccer-specific exercise protocol (SSEP). Eighteen male soccer players completed the SSEP on NT and AT with pre-, post-, and 48 h post-assessments of eccentric knee flexor (eccKF) and concentric knee extensor peak torque (PT), peak countermovement (CMJ) and squat jump (SJ) height, and Nordic hamstring break angle. No significant main effects for surface or any surface and time interactions were observed for any of the outcome measures, except for eccKF PT recorded at 3.14 rad·s^-1, which was significantly lower 48 h post-trial in the AT condition (AT = 146.3 ± 20.4 Nm; NT = 158.8 ± 24.7 Nm). Main effects for time were observed between pre- and post-trial measures for eccKF PT at all angular velocities, Nordic break angle, CMJ and SJ height. Nordic break angle, and both CMJ and SJ height were significantly impaired 48 h post-trial when compared to pre-trial. The findings of the current study suggest surface dependent changes in eccKF PT which may have implications for recovery and subsequent performance after competition on AT.     

Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.     

Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.     

Global convergence or national variation? Examining national patterns of classroom instructional practices

The world culture framework posits a convergence in the organisation of education across the world. On the other hand, scholars observing teaching practices inside classrooms find significant variation among nations and regions of the world. This study examined the global change patterns of classroom practices at the between- and within-country levels, drawing on teacher reports from the Trends in Mathematics and Science Study. Results indicate clear between-country convergence toward more student-centred and conceptual instruction. But a nation’s degree of conformity or resistance to this model was contingent upon other nation-specific factors, including centralised curriculum control or world regional location.     

对我国高等教育中"过度教育"现象的理性思考--从高校扩招和人才市场约束谈起

近年来，大学生待业和“大材小用”的“过度教育”现象已成为社会公众普遍关注和急需解决的社会热点问题之一。笔者从高校扩招和人才市场约束对大学生就业影响的角度对高等教育中“过度教育”产生的原因和发展趋势进行了分析。     

Multisim软件电路设计与仿真分析

本介绍了一个优秀的电路设计与仿真分析软件Multisim2001,以及Multisim的组成，基本功能，特点和仿真分析原理－结合电子电路实例叙述设计，仿真与分析的具体运用。     

大学与中学物理实验教学衔接问题研究

分析了中学物理实验教学现状,指出了大学物理实验教学与中学物理实验教学衔接存在的问题,并根据现代教育理论,提出了解决该问题的具体办法。