Concept acquisition and the perception of meaning     

John K. Bengston  Stuart J. Cohen 《Contemporary educational psychology》1979,4(4):348-365

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Fractals and the large-scale structure in the Universe     

A K Mittal  T R Seshadri 《Resonance》2002,7(2):6-19

During the last decade it has been argued by some investigators that the distribution of galaxies in the Universe is a fractal. This is contrary to the standard view that the Universe is homogeneous and isotropic on large scales. In this article, the basic concepts of fractals and their characterization are introduced with the help of simple examples. The applications of these concepts in the context of cosmology will be discussed in the second part. A K Mittal is currently a visiting scientist at Harish-Chandra Research Institute, Allahabad, on leave from the University of Allahabad. His research interests include chaos, fractals and their applications, partleularly in cosmology and in weather prodiction. T H Seshadri is at the Department of Physics and Astrophysics, University of Delhi. He is presently on lien from Harish-Chandra Research Institute, Allahabad. Areas of his interest include cosmic microwave background radiation, large scale structures in the Universe and application of fractals in these.  相似文献   

Hydrodynamic lubrication     

Jaywant H. Arakeri  K. R. Sreenivas 《Resonance》1996,1(9):51-58

This article gives the principle of hydrodynamic lubrication and also presents the new phenomenon of levitating drops over liquid film flow, which is explained using hydrodynamic lubrication theory.  相似文献   

Novelty versus retrieval cue value of visual contextual stimuli in pigeons     

Thomas  David R.  Morrison  Spencer K. 《Learning & behavior》1994,22(1):90-95

Learning & Behavior - Thomas and Empedocles (1992) proposed that in a retention test, the relative enhancement of responding when the context that had accompanied training is again present...  相似文献   

Parental involvement in the special education pupil planning process: the school's perspective   总被引：1，自引：0，他引：1  

R K Yoshida  K S Fenton  M J Kaufman  J P Maxwell 《Exceptional children》1978,44(7):531-534

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Making ethnic citizens: The politics and practice of education in Malaysia   总被引：1，自引：0，他引：1  

Graham K. Brown 《International Journal of Educational Development》2007

This paper examines the politics and practice of education in Malaysia within the context of ethnicity and nation building. Public education in Malaysia—particularly, but not exclusively, at the pre-university level—is promoted as a nation-building tool, seeking to inculcate a sense of Malaysian-ness and patriotism. Simultaneously, however, public education—particularly, but not exclusively, at the university level—is used as a tool for the promotion of ethnic Malay interests. These two objectives are not necessarily contradictory; indeed the assertion that a vital ingredient in the creation of a ‘Malaysian nation’ is the eradication of inter-ethnic economic disparities has been at the heart of the Malaysian regime's discourse on nation building since the ethnic riots of May 1969. Hence, in this view, preferential policies for the economically disadvantaged but numerically dominant Malays are a necessary component of the nation-building project. Nonetheless, there are at least clear tensions between these two functions of education—tensions, which, I shall argue, help explain both the particularly sensitive politics of education in Malaysia, and the discursive stance the Malaysian regime has adopted within the educational field.  相似文献   

Cognitive correlates of visual speech understanding in hearing-impaired individuals     

Andersson U  Lyxell B  Rönnberg J  Spens KE 《Journal of deaf studies and deaf education》2001,6(2):103-116

This study examined the extent to which different measures of speechreading performance correlated with particular cognitive abilities in a population of hearing-impaired people. Although the three speechreading tasks (isolated word identification, sentence comprehension, and text tracking) were highly intercorrelated, they tapped different cognitive skills. In this population, younger participants were better speechreaders, and, when age was taken into account, speech tracking correlated primarily with (written) lexical decision speed. In contrast, speechreading for sentence comprehension correlated most strongly with performance on a phonological processing task (written pseudohomophone detection) but also on a span measure that may have utilized visual, nonverbal memory for letters. We discuss the implications of this pattern.  相似文献   

Origins and development of adult education innovations in Tanzania     

Philemon A. K. Mushi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(3):351-363

A number of adult education innovations were introduced in Tanzania in the late 1960s and early 1970s. This article analyzes the context of three innovations, namely functional literacy, workers' education and the programme of the Folk Development Colleges. The analysis reveals that these innovations had firm roots within the socio-economic conditions prevailing in the country in the 1960s and 1970s, Nyerere's influence as President and Party leader, Tanzania's ideology of development, the policy of popular participation, the roots of educational policy in a humanistic philosophy of education, and indigenous education. Some of the factors which affected their implementation included lack of trained educators, inadequate financial resources, ineffective evaluation mechanisms, and a mis-match between participants' needs and actual programmes. It is suggested that there is a need to introduce economic innovations alongside educational innovations, to involve participants in determining their training needs, and to train and retain adult educators with a view to improving adult education initiatives in the country.

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Zusammenfassung In Tansania wurden in den späten 60ern und den frühen 70ern einige Innovationen auf dem Gebiet der Erwachsenenbildung eingeführt. In diesem Artikel werden die Zusammenhänge zwischen drei Innovationen, nämlich funktionale Alphabetisierung, Arbeiterbildung und die Programme der Folk Development Colleges (Volksbildungsschulen), analysiert. Die Analyse zeigt, daß diese Innovationen in folgenden Gründen ihre Wurzeln haben: in den im Lande herrschenden sozialwirtschaftlichen Bedingungen der 60er und 70er Jahre, Nyerere's Einfluß als Präsident und Parteivorstand, Tansanias Ideologie der Entwicklung, der Politik der Volksbeteiligung, den Wurzeln der Erziehungspolitik in einer humanistischen Erziehungsphilosophie und im einheimischen Schulwesen. Einige der Gründe, die ihre Verwirklichung beeinflußten, lagen im Mangel an ausgebildeten Lehrern, unzureichenden Finanzquellen, ineffektiven Evaluierungs-mechanismen und einer schlechten Abstimmung zwischen den Bedürfnissen der Teilnehmer und den tatsächlichen Programmen. Der Autor stellt fest, daß es nötig sei, zusammen mit den Innovationen auf dem Gebiet der Erziehung auch wirtschaftliche Innovationen einzuführen, die Teilnehmer bei der Feststellung ihres Bedarfs an Bildung einzubeziehen und die Lehrer der Erwachsenen zwecks Verbesserung der Initiativen in der Erwachsenenbildung im Lande auszubilden und zu behalten.

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Résumé Des innovations en matière d'éducation des adultes ont été introduites en Tanzanie à la fin des années 60 et au début des années 70. Cet article analyse le contexte de trois de ces innovations, à savoir l'alphabétisation fonctionnelle, l'éducation des travailleurs et le programme des Collèges du développement populaire. Cette analyse met en évidence que ces innovations étaient intimement liées aux conditions socio-économiques prévalant dans le pays à cette époque-là, à l'influence de Nyerere en tant que président et chef du parti, à l'idéologie tanzanienne de développement, à la politique de participation populaire, à la politique d'éducation ancrée dans une philosophie éducative humaniste et à l'éducation indigène. Le nombre insuffisant de maîtres formés, l'inadéquation des ressources financières, les mécanismes inefficaces d'évaluation et la disparité entre les besoins des participants et les programmes proposés sont quelques-uns des facteurs ayant entravé leur mise en oeuvre, L'auteur suggère qu'on introduise des innovations économiques à côté de celles éducatives, que les participants prennent part à la définition de leurs besoins de formation, qu'on forme et retienne les éducateurs d'adultes afin d'améliorer les innovations adoptées par le pays en matière d'éducation des adultes.

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Thyagaraju K.  Hemavathi B.  Vasundhara K.  Rao A. D.  Devi K. N. 《Journal of Zhejiang University. Science. B》2005,6(8):759-769

A comparative study was made on the tissue specific expression of glutathione transferases (GST) in brain and testis after exposure of rat to phenobarbitol (PB) and β-methylcholanthrene (MC). Glutathione transferases, a family of multifunctional proteins are involved in intracellular transport processes and in detoxication of electrophilic xenobiotics by catalyzing reactions such as conjugation, isomerization, reduction and thiolysis. On purification, the yield of GST proteins by affinity chromatography was 39% in testis and 32% in brain. The affinity purified testis GSTs were resolved by chromatofocusing into six anionic and four cationic isozymes, and in brain glutathione transferases were resolved into four anionic and three cationic isozymes, suggesting the presence of multiple isozymes with Yc, Yb, Yβ and Yδ in both of them. In testis and brain, these isozymes at identical pI values showed variable functions with a battery of substrates and the cationic isozymes of brain and testis showed identical properties in CHP (cumene hydroperoxide) at pH values of above 7.0. Substrate specificity studies and immunoblot analysis of testis and brain proteins revealed that they play a predominant role in the detoxication of phenobarbitol or β-methylcholanthrene. Expression of the isozymes in testis and brain on exposure to PB and MC indicated elevated subunit variation. In both testis and brain, Yδ of π class was expressed on PB treatment and Yc of α class and Yβ of μ class was expressed in MC treated testis and only Yc was predominantly expressed in MC treated brain. Thus these subunits expression is considered as markers for carcinogenesis and specific to chemical toxicity under phenobarbitol and β-methylcholanthrene stress. Project supported by Department of Science and Technology and Council for Scientific and Industrial Research, New Delhi  相似文献   

The inquiry level of junior high activities: Implications to science teaching     

Edward L. Pizzini  Daniel P. Shepardson  Sandra K. Abell 《科学教学研究杂志》1991,28(2):111-121

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