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1.
As enormous transformation is taking place in the whole world because of the influence of economy globalization, business and trade are inevitably becoming a fraction of the globalization which results in the internationalization of trade marks. Hence, translation of the trade marks is also turning out to be of importance in the exchange of both economy and culture. This paper addresses the principles of the translation of trade marks. It also pointed out that success model of translating lies in catering for the target market aesthetic interest, reflecting its traditional culture value, taking in its culture essence and following its culture fashion, This research aims at achieving a better understanding of brand name translation process and can help to overcome the cultural barriers to successful translations of brand. 相似文献
2.
As enormous transformation is taking place in the whole world because of the influence of economy glo- balization,business and trade are inevitably becoming a fraction of the globalization which results in the internationali- zation of trade marks.Hence,translation of the trade marks is also turning out to be of importance in the exchange of both economy and culture.This paper addresses the principles of the translation of trade marks.It also pointed out that success model of translating lies in catering for the target market aesthetic interest,reflecting its traditional cul- ture value,taking in its culture essence and following its culture fashion.This research aims at achieving a better un- derstanding of brand name translation process and can help to overcome the cultural barriers to successful translations of brand. 相似文献
3.
Elementarc Reaction(基元反应)是化学动力学中一种特殊类型的反应形式,其在化学动力学上具有三个显著的特征,笔者在文中对这三个动力学特征进行了揭示和分析。 相似文献
4.
李琳 《安顺师范高等专科学校学报》2003,5(4):97-98
Elementarc Reaction(基元反应)是化学动力学中一种特殊类型的反应形式，其在化学动力学上具有三个显著的特征，笔者在文中对这三个动力学特征进行了揭示和分析。 相似文献
5.
Desirazu N. Rao 《Resonance》1998,3(6):31-39
Enzymes, the catalysts of biological systems, remain at the heart of all living systems. As Cornish Bowden aptly remarked, understanding enzymes means understanding catalysis, and catalysis is concerned with kinetics. This article briefly describes a few straightforward rules which are sufficient to describe the basic reaction kinetics of most enzymes. 相似文献
6.
FuXiao Xia 《延安教育学院学报》2000,(1)
Inununicativemethao0gy,thesituationsinwhichhaularyistaUghtinthedmcanbedividedint0towtpo:Pre-teachingw0rdsf0ratextthesndentSaregongtouse,and'ndarylm'(alsoherewhghtmean0nly15-2Owhnutes:awnde9()whnuteslsowOuldnotbeSPentonV~lny).1.De-teachtwtheviW-heneverthestudentsmeetanewtext,therewillbewOrdstheydondlmOW.WewillatteachalltheUnknOWnwodsinthetextfOrseveral-.First0fall,iftherareunthanl0-12newWOfor,theStUdritSwillprDbalywtbeabletolearnthamallrwlyanyWa.hetherghamisthatifalltheVVOndarePronte… 相似文献
7.
Desirazu N. Rao 《Resonance》1998,3(7):38-44
Catalysis is essential to make many critical biochemical reactions proceed at useful rates under physiological conditions. We had earlier discussed in Part 11 the basic principles of enzyme catalysis and derived the Michaelis-Menten equation. In this article, the significance of kinetic parameters and analysis of kinetic data will be discussed. 相似文献
8.
Stephen L. Thompson Christine Lotter Xumei Fann Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463
Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes. 相似文献
9.
Amy Ricketts 《Science & Education》2014,23(10):2119-2135
With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers’ ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council’s A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants’ written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers’ content knowledge about doing the practices and their pedagogical knowledge about teaching the practices. 相似文献
10.
Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献
11.
Emily Aragona-Young 《Teachers and Teaching》2018,24(5):465-486
As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed. 相似文献
12.
13.
This article investigates benefits and challenges of forest education in view of 257 Swiss elementary school teachers (1st–3rd grade), by means of a written questionnaire and 15 in-depth interviews. Two thirds of the teachers carried out forest education during normal lesson hours (mean visits = eight per year). Forests were clearly considered as an educational setting, and especially suitable for the enhancement of personal and social skills. Setting rules was seen as indispensable for successful forest education and a must to communicate to “novice” teachers. Moreover, the didactic of forest education should be implemented in teacher education curricula. 相似文献
14.
Abstract This study examined 388 elementary education teacher candidates (n?=?388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA. 相似文献
15.
Drew Polly 《课程研究杂志》2017,49(2):132-148
With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher–leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts’ or schools’ primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers’ access to quality curriculum materials that can support students’ mathematical learning. 相似文献
16.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
17.
Teachers’ diagnostic competence for accurately judging students’ achievement is essential for instructional practice and professional decisions. To promote their judgment accuracy, it is important to know if this is a general or domain-specific skill. We investigated teachers’ judgment accuracy in German language (one subdomain: reading) and mathematics (two subdomains: geometry; stochastics) and examined differences across domains (i.e., German and mathematics) and across subdomains (reading; geometry; stochastics). We examined the judgment accuracy of 59 German elementary school teachers who teach both German and mathematics, judging the achievement of 1227 students in the three subdomains. We conducted multilevel analyses with a subsample of 39 teachers and 787 students and calculated different accuracy components (i.e., rank, level, and differentiation) to examine the comparability of our results. In line with prior research, findings revealed that teachers’ judgments were fairly accurate. However, there were significant differences between teachers’ average judgment accuracy in different subdomains (between-person comparisons) and no or only a weak relation between individual teachers’ judgment accuracy in different subdomains (within-person comparisons). Findings support the notion that teachers’ judgment accuracy of student achievement is domain-specific with respect to the investigated subdomains. Practical implications for the promotion of teacher judgment accuracy are discussed. 相似文献
18.
As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems. 相似文献
19.
This study examined Finnish elementary school teachers’ (N = 212) attitudes toward the gifted and their education. On a general level, teachers’ attitudes toward gifted education were slightly positive. Teachers saw that gifted students have social value and that they need special services. The results of teachers’ attitudes toward specific gifted education options were in line with earlier Finnish research, because teachers supported differentiated teaching but were more negative toward acceleration or separating the gifted into their own groups. However, despite the strong support for differentiated teaching for the gifted, teachers’ positions toward practice were more skeptical. 相似文献
20.
Lida J. Uribe-Flórez Jesse L. M. Wilkins 《International Journal of Science and Mathematics Education》2017,15(8):1541-1557
Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students’ (K–5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics achievement. However, using a longitudinal analysis, we documented a positive relationship between manipulative use and student mathematics learning during their elementary school years (K–5). From a teaching and learning perspective, these findings provide important evidence of the influence of long-term manipulative use on students’ overall learning. From policy and methodological perspectives, these findings provide evidence for the importance of modeling student learning (as opposed to achievement) when studying the effectiveness of instructional strategies. 相似文献