A Different Angle: English teaching and its narratives     

Tony Burgess 《Changing English: An International Journal of English Teaching》1996,3(1):57-77

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Fire play: ICCARUS—Intelligent command and control,acquisition and review using simulation*     

James Powell  Theo Wright  Paul Newland  Chris Creed  Brian Logan 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):369-389

Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the development of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point:

• 1 Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
• 2 A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incorporate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system‐prompts as possible.
• 3 There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Additionally, such a record of command and control will be an ideal initiator of tutorial discussion.
• 4 The simulation should be realisable on a hardware/software platform of £10 000.
• 5 The overriding importance is that the simulation should ‘emulate as nearly as possible the feelings and stresses of the command role’.

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Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education     

Chris Hanley  Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318

ABSTRACT

The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.  相似文献   

Auditorysame/different concept learning by monkeys     

Anthony A. Wright  Melissa R. Shyan  Masako Jitsumori 《Learning & behavior》1990,18(3):287-294

Two rhesus monkeys learned the auditory abstract concept ofsame/different. They were trained with 38 different environmental and natural sounds, which were arranged in different combinations as training progressed. Upon transfer to 138 different novel stimuli, they performed as well (78.8% correct) on the first exposure to the novel stimuli as they did (77.3%) with their training stimuli. The comparatively large set of training sounds, contact with the sound source, and a special fading procedure are thought to have contributed to the monkeys’ being able to learn this concept. Implications for species’ similarities/differences in cognitive processing are discussed.  相似文献   

Horizons,themes and pretensions: How Sally Solved The Mystery of ‘Tom's Midnight Garden’     

Tony Martin 《Literacy》1985,19(1):13-19

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Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

An approach to psychosexual counselling     

Jean E. Wright 《International journal for the advancement of counseling》1980,3(2):125-135

Summary In considering in this paper the origins, development and need for psychosexual counselling to be an integral part of the provision of a counselling service, one must not lose sight of the fact that some higher educational institutions still have no general counselling provision.It is interesting to note that in the UK at a time when the age of consent and voting age were lowered to eighteen years (Family Law Reform Act, 1969, operational 1970 and Representation of the People Act, 1969), and students were rejecting the idea of wardens and academic tutors acting in loco parentis, the National Union of Students (at their annual conference in 1969) passed a resolution pressing for Counselling Services to be established in each higher educational institution-staffed by fully trained personnel, Milner (1974). Nine years later this resolution has not yet been fully implemented.The university community represents a cross-section of the population, any of whom may have a psychosexual problem and seek help from the counselling service. Counsellors must be trained to treat psychosexual problems as part of their normal range of activities.Storr (1960) points out that it is The individual as well as the disease that needs treatment. This applies in counselling as it does in medicine, so that the counsellor should be able to treat the individual as a whole, and at the same time treat his psychosexual problem.University of Reading  相似文献   

Obituary ‐ Jane Rowlands (nee Barton)     

Tony McSen 《Health information and libraries journal》2007,24(2):150-152

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Chronicling the Emergence of Human Performance Technology     

Tony O'Driscoll 《Performance Improvement》2015,54(6):34-47

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Computational neuroscience: a frontier of the 21st century     

Xiao-Jing Wang  Hailan Hu  Chengcheng Huang  Henry Kennedy  Chengyu Tony Li  Nikos Logothetis  Zhong-Lin Lu  Qingming Luo  Mu-ming Poo  Doris Tsao  Si Wu  Zhaohui Wu  Xu Zhang  Douglas Zhou 《国家科学评论(英文版)》2020,7(9):1418

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