Finding Jesus and Other Interfaith Friends     

Jack L. Seymour 《Religious education (Chicago, Ill.)》2018,113(2):173-179

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闲谈旗袍     

Jack 《海外英语》2006,(7):38

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少强的疑问     

Jack 《海外英语》2004,(2):30-31

"Can you understand how I feel, why I feel it... can you I understand my torture, my pain...?" Shao Qiang asked, looking intensely, almost imploringly, into Ming Yi Lin's eyes. He needed her to comfort him, to understand him, to see through and beyond the many apparent fault lines of his char-acter, a character that people, the society judged without any sympathy or knowledge. Society has its own rules, standards  相似文献   

EDUCATING COMMUNAL AGENTS: BUILDING ON THE PERSPECTIVISM OF G.H. MEAD     

Jack Martin 《Educational theory》2007,57(4):435-452

A bstract .  In their search for more communal forms of agency that might guide education, contemporary educational psychologists have mostly neglected the theorizing of George Herbert Mead. In this essay, Jack Martin aims to remedy such oversight by interpreting Mead's social-psychological and educational theorizing of selfhood and agency through the lenses of the perspectival realism Mead developed in the last decade of his life. This interpretation understands education as concerned with the cultivation and coordination of cultural, societal, interpersonal, and personal perspectives. Within this framework, communal agency is understood as a self-interpreting, self-determining capability of persons. This agentive capability derives from immersion and participation with others within sociocultural practices and perspectives, but also includes reactivity to those same practices and perspectives. The education of communal agents as envisioned here emphasizes the social nature of education, students' experience and development, and the critical role of the teacher as a mediator between student development and social process. Such an education is grounded in the immediate experiences and perspectives of learners, but increasingly assists learners to move beyond their own experiences through engaged interaction with others and with resources for acquiring broader, more organized perspectives on themselves, others, and the world.  相似文献   

自杀     

Jack 《海外英语》2004,(8):26-27

Life was such a misery, he thought... a pain, a suffering, an agony. He wished he would die... somehow.... miraculously. He wondered if he should jump from a window and fall with a massive thud onto the concrete below, his blood spattering over the grey-white, leaving behind a momentary work of  相似文献   

A cognitive model for the evaluation of units of instruction     

Witz  Klaus G.  Goodwin  David R.  Easley  Jack A. 《Instructional Science》1974,3(3):307-326

Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and...  相似文献   

热爱英语2     

Jack 《海外英语》2004,(9):36-37

本文作者曾在中国执教数年,遇到许多中国学生向他提问。他总结了其中较具代表性的问题一一予以了解答,希望对广大读者朋友有所帮助。  相似文献   

Film courses in U.S. colleges and universities     

Jack C. Ellis 《Educational technology research and development : ETR & D》1957,5(1):370-377

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Financing at the leading 100 research universities: A study of financial dependency,concentration, and related institutional characteristics     

Marilyn McCoy  Jack Krakower  David Makowski 《Research in higher education》1982,16(4):323-352

This paper presents results of a National Science Foundation sponsored study to examine the financing of the leading 100 research universities. The study examines the changing dependence of these institutions on the federal government for overall financial support, the shifts in the concentration of federal funding to and within higher education, and the various programmatic and resource characteristics of these leading research institutions. The study covers five fiscal periods, 1975 through 1979.Presented at the Twenty First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.  相似文献   

Self-control in the monkeymacaca fascicularis     

Henry Tobin  A. W. Logue  John J. Chelonis  Kimberly T. Ackerman  Jack G. May 《Learning & behavior》1996,24(2):168-174

Two experiments tested two cynomolgus monkeys’ self-control—choice of a longer, more delayed reinforcer over a shorter, less delayed reinforcer. In Experiment 1, subjects exhibited significant selfcontrol in a procedure in which reinforcer amounts and delays were held constant throughout a condition. In Experiment 2, subjects exhibited significantly greater sensitivity to variation in reinforcer amount than to variation in reinforcer delay in a procedure in which the reinforcer delay associated with the self-control alternative was adjusted until each macaque was indifferent between the two alternatives. Both experiments indicated that, in laboratory paradigms in which humans show self-control and pigeons and rats show impulsiveness, macaques show self-control. These results are inconsistent with the hypothesis that species differences in self-control are a function of language ability or of specific types of prior training. The results are consistent with the hypothesis that species differences in self-control are related to the ratio of brain size to body weight (a possible indicator of general cognitive ability) or to shared phylogeny.  相似文献