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1.
《Chinese Education & Society》2013,46(2):86-99
1. This article contains the specific yearly requirements of the National Curriculum for the Six-Year Elementary School Language Educational Program. It is the sequence for the edited education materials and for the implementation of instruction. It is based upon the principles of: from shallow to deep, near to far, simple to complex, perceptual to conceptual. It provides the specific educational standards by year for "character, word, sentence, article; listen, speak, read, write" and other areas. These different areas of educational standards are inextricably interrelated. 相似文献
2.
Simple, reliable and sensitive analytical methods to determine anticariogenic agents, preservatives, and artificial sweeteners contained in commercial gargles are necessary for evaluating their effectiveness, safety, and quality. An ion chromatography （IC） method has been described to analyze simultaneously eight anions including fluoride, chloride, sulfate, phosphate, monofluorophosphate, glycerophosphate （anticariogenic agents）, sorbate （a preservative）, and saccharin （an artificial sweetener） in gargles. In this IC system, we applied a mobile phased gradient elution with KOH, separation by IonPac AS18 columns, and suppressed conductivity detection. Optimized analytical conditions were further evaluated for accuracy. The relative standard deviations （RSDs） of the inter-day＇s retention time and peak area of all species were less than 0.938% and 8.731%, respectively, while RSDs of 5-day retention time and peak area were less than 1.265% and 8.934%, respectively. The correlation coefficients for targeted analytes ranged from 0.999 7 to 1.000 0. The spiked recoveries for the anions were 90%-102.5%. We concluded that the method can be applied for comprehensive evaluation of commercial gargles. 相似文献
3.
E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
4.
Carsten Fogh Nielsen 《Journal of moral education》2019,48(3):381-392
ABSTRACTThis article proposes that Catherine Elgin and Nelson Goodman’s work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin and Goodman’s account of exemplification to also cover ethics, the article develops a two-factor account of moral exemplarity. According to this account, instantiation and expressivity are individually necessary and jointly sufficient conditions for someone or something to function as a moral exemplar. Applying this two-factor account of exemplarity to discussions within the philosophy of moral education the article then argues that it is the expressive aspect of moral exemplars, which explains and justifies the educational significance of such exemplars. The article concludes by discussing the similarities and differences between the expressivity account and the transparency criterion formulated by Michel Croce and Maria Silvia Vaccarezza in a recent paper. 相似文献
5.
Simple, reliable and sensitive analytical methods to determine anticariogenic agents, preservatives, and artificial sweeteners contained in commercial gargles are necessary for evaluating their effectiveness, safety, and quality. An ion chromatography (IC) method has been described to analyze simultaneously eight anions including fluoride, chloride, sulfate, phosphate,monofluorophosphate, glycerophosphate (anticariogenic agents), sorbate (a preservative), and saccharin (an artificial sweetener)in gargles. In this IC system, we applied a mobile phased gradient elution with KOH, separation by IonPac AS18 columns, and suppressed conductivity detection. Optimized analytical conditions were further evaluated for accuracy. The relative standard deviations (RSDs) of the inter-day's retention time and peak area of all species were less than 0.938% and 8.731%, respectively,while RSDs of 5-day retention time and peak area were less than 1.265% and 8.934%, respectively. The correlation coefficients for targeted analytes ranged from 0.999 7 to 1.000 0. The spiked recoveries for the anions were 90%～102.5%. We concluded that the method can be applied for comprehensive evaluation of commercial gargles. 相似文献
6.
Sharon Bailin 《Interchange》1992,23(1-2):63-69
This paper examines recent claims that the bodies of knowledge, the standards, and the methods of rational inquiry promulgated by the university are undemocratic, representing a hegemony of Western, middle-class, male culture. It argues that such a view is based on a social construction view of knowledge and points out several problems with this view. It further argues that democracy is not simply a matter of consensus but presupposes rational debate and such rationality is embedded in our cultural traditions of knowledge and inquiry. These traditions are not simply monolithic and static, but are arenas of controversy and debate, and their critical modes of inquiry provide the possibility for evolution and for critique of the traditions themselves. Thus even the criticisms brought forth by the critics of the traditions have grown out of and presuppose the very traditions which they seek to undermine. There is a strong case for investigating the social influences on what has been excluded from the canons of the culture, for reclaiming valuable works which have been neglected, and for critically examining the methodologies of the disciplines. Nonetheless the rejection of rational modes of inquiry seriously undermines the possibility for democracy. 相似文献
7.
Gregory L. Callan Gregory J. Marchant W. Holmes Finch Lindsay Flegge 《Psychology in the schools》2017,54(9):1106-1122
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family‐ and school‐level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools. 相似文献
8.
《Journal of moral education》2012,41(3):329-340
This article outlines a moral education guided by African traditional values such as ubuntu and ukama. It argues that ubuntu is not by definition speciesist, as some have claimed, but that it has strong ecocentric leanings, that is, if ubuntu is understood as a concrete expression of ukama. In fact, ubuntu deconstructs the anthropocentric–ecocentric distinction which has characterised and continues to characterise debates in environmental theory/philosophy. To become more fully human does not mean caring only for the self and other human beings but also for the entire biophysical world. Some implications that this discussion has for moral education are explored, as well as some opportunities that post-apartheid curriculum frameworks offer for implementing a moral education guided by ubuntu. 相似文献
9.
Leroy A. Olson 《College Teaching》2013,61(1):39-41
Scholars Who Teach: The Art of College Teaching: Edited by Steven M. Cahn: Nelson-Hall, Chicago, 1978, Cloth $14.95, Paper $7.95, 246 pages. Reviewed by Marilyn L. Schaefer. Support for Teaching at Major Universities: Edited by Stanford C. Ericksen with John A. Cook.: Ann Arbor, Michigan: The Center for Research on Learning and Teaching, Fall, 1979. $3.00. Reviewed by Kurt F. Geisinger. 相似文献
10.
用HNO3溶解试样，配制6种元素混合标准系列溶液，用空气－乙炔火焰原子吸收法连续测定Pb,Cd,Fe,Cu,Sb和Mn的含量。建立了优化的仪器测定条件，并进行了相关的干扰实验。方法的回收率为98.9%-102.0%，相对标准偏差为1.8%-2.5%。 相似文献
11.
Within the framework of attribution theory, this study reconceptualized gender orientation and androgyny. The relationships among gender measurement, androgyny, and adaptability were examined with improved measurement procedures. Socially desirable response tendencies were found for self‐attribution of femininity and androgyny but not for adaptability, nor for gender attributions or androgyny of others. A new scoring procedure producing a single continuous androgyny variable was also developed and tested. Meaningful relationships between this androgyny measure, gender orientation, and adaptability were observed. The central hypothesis tested the relationship between perceptions of stable, dispositional factors and behavioral attributions. Findings were consistent with the predictions provided by attribution theory. 相似文献
12.
《The Journal of educational research》2012,105(1):3-15
Abstract The ability of cognitive, affective, personality, and demographic variables to predict second-language acquisition among college students was investigated. An all possible subsets regression analysis was used to compare the proportion of variance in foreign-language achievement explained by each variable. The analysis revealed that variables from each of the 4 domains were important predictors of foreign-language achievement. Overall, academic achievement, as measured by GPA average, was the best predictor, explaining 11.5% of the variance in foreign-language achievement. Foreign-language anxiety, the next best predictor, explained 10.5% of the variance. The educational implications of these findings for understanding foreign-language achievement are discussed, along with suggestions for future research. 相似文献
13.
This study explored the differences in self-concept and vocational maturity variables between freshmen students who made congruent, incongruent, and undecided college major choices. The self-concept variables were operationally defined by the Tennessee Self Concept Scale. The vocational maturity variables were defined by the Career Questionnaire, Form IV, and the Vocational Development Inventory. Congruent, incongruent, and undecided college major choice groups were defined operationally using the Vocational Preference Inventory. The analysis of variance revealed the main effect of groups (congruent, incongruent, and undecided) to be significant for four vocational maturity variables. The test for the main effect of sex was found to be significant for one vocational maturity variable. The test for interaction was found to be significant for one self-concept variable. The findings tentatively suggest that subjects in the congruent male and female groups tend to be more vocationally stable and mature than subjects in the undecided male and female groups. Limitations in the reults of the present study were pointed out. 相似文献
14.
Marian Colonna Marion 《Early Childhood Education Journal》1978,5(4):12-14
Conclusion Activities along the lines of those suggested above can be planned for any food about which the children have little or no
knowledge or for any food that is needed but not chosen by the group, such as green peppers. The number of activities planned
for a food will, of course, reflect the interest of the children as well as that of the teacher or caregiver. The goal should
be to foster positive attitudes about nutritious foods by helping children to acquire knowledge about foods through sensory
experiences. 相似文献
15.
Ryan Watkins 《Performance Improvement》2007,46(4):42-48
In this final of three articles on how to design for performance, you will find practical steps and useful tools for developing the performance technologies that make up a performance improvement system. Use these systemic and systematic processes as the starting place in creating performance technologies that achieve the strategic performance objectives of your organization and its partners. Then improve on these processes by customizing them for the specialized Human Performance Technology (HPT) solutions you have selected for your performance improvement efforts. 相似文献
16.
用HNO3溶解试样，在几个相同量的试液中，分别加入浓度依次递增的5 种元素的标准溶液，用空气－乙炔火焰原子吸收法连续测定Cu,Ca,Fe,Mn和Ni的含量，建立了优化的仪器测定条件，并对可能存在的元素进行了干扰实验，方法的回收率为98．4％－102．5％，相对标准偏差为1．9％－3．0％。 相似文献
17.
Donald Vandenberg 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):58-72
Religious pluralism led to the colonies' separation of church and state by 1776, to Mann's campaign for common schooling, and to the complete secularization of public schools by 1900. The dependence of Western theology upon untenable Greek metaphysics justifies an explanation that the evolutionary purpose of religion was to promote personal integration and social cohesion. This also occurs in civic religion, herein explicated as the common faith established by truths from intersubjectively valid inquiries and by experienced qualities (i.e., the goodness) of things in the natural, societal, and lived worlds of the natural and social sciences and humanities. This promotes natural piety and a sustainable planet by grounding education in the child's being in the world. The inclusion of formal religion in the public school curriculum is considered, but unnecessary, because schools already promote individual development and social cohesion through education for citizenship, etc. 相似文献
18.
Dennis Bialaszewski 《College Teaching》2013,61(4):162-165
The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that they felt well-prepared for college by their high schools, finer questioning revealed that they recognized deficits for such skills/habits as time management, attention to detail, going beyond minimum requirements and studying to learn deeply. When asked what skills they wished to develop further, 40% identified time management and 39% exam preparation; fewer than 20% identified transferable skills such as effective communication and critical thinking. We then used these data to develop an evolving set of presentations, mini-workshops and course content designed to assist students to develop strategies for self-regulated learning by linking these to the self-assessment data provided by their peers. We stress the importance of mastering these strategies, as well as knowledge of their majors' subject contents, for success in both college and future career. Reception to our presentations and mini-workshops has been encouragingly positive, and quantitative assessments of their effectiveness are underway. 相似文献
19.
Marvin Lynn 《Educational theory》2006,56(1):107-119
A bstract . In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: Black American Students in an Affluent Suburb: A Study of Academic Disengagement , by social anthropologist John Ogbu; African-Centered Pedagogy: Developing Schools of Achievement for African American Children , by teacher education expert Peter Murrell; and African American Literacies , by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education — a rapidly emerging discourse on schooling and inequality — may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group. 相似文献
20.
In this paper we describe a successful exchange programme between a number of European technological institutions in the fields of Automatic Control and Computer Science which has existed for nearly a decade. Although the programme started initially through a research interaction between the professors, it now has major student exchange and teacher exchange components. The programme has been financed partly by the participating institutions and partly from EEC funds (ERASMUS, ESPRIT, Stimulation action etc.). 相似文献