Living in the Mediatope: A Multimethod Study on the Evolution of Media Technologies in the Domestic Environment     

Thorsten Quandt  Thilo von Pape 《The Information Society》2013,29(5):330-345

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Reading-Writing Connections: the Importance of Interactive Discourse     

Roy Corden 《English in Education》2000,34(2):35-44

Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts.  相似文献   

The novel use of a SenseCam and accelerometer to validate training load and training information in a self-recall training diary     

Siobhan O. Connor  Noel McCaffrey  Enda Whyte  Kieran Moran 《Journal of sports sciences》2016,34(4):303-310

Self-recall training diaries are a frequently used tool to quantify training load and training information. While accelerometers are predominantly used to validate training diaries, they are unable to validate contextual training information. Thus this study aimed to examine the novel use of data fusion from a wearable camera device (SenseCam) and accelerometer to validate a self-recall training diary. Thirty participants filled in a training diary for 1 day while simultaneously wearing a SenseCam and accelerometer. The training diary was validated using Bland–Altman plots, Spearman’s rank-order correlation, percentage agreement and κ measure of agreement between the diary and the SenseCam and accelerometer. The results demonstrated overall agreement, and no bias, between the training diary and the accelerometer for training intensity, and the SenseCam for duration of activity and travel time. A positive correlation was found for duration (r = 0.82, P < 0.001) and intensity (r = 0.67, P < 0.001). Hundred per cent agreement was found between the SenseCam and training diary for activity, training surface and footwear (κ = 1, P < 0.0001), with a lower agreement noted for sports played (97.3%, κ = 0.91, P < 0.0001). The self-recall training diary was found to be a valid measure of capturing training load and training information using the combined wearable camera device and accelerometer.  相似文献   

提高长距离胶带输送机牵引力的一种技术措施     

贺继伟 《北京工业职业技术学院学报》2002,(2)

通过分析普通胶带输送机与中间传动装置胶带输送机的工作原理,从胶带的张力、牵引力、运营效率等几个方面,介绍矿山为提高长距离胶带输送机牵引力,降低成本而采用中间传动装置技术措施。  相似文献   

从衔接连贯的角度看报刊英语新闻语篇的英汉翻译     

曹志建 《和田师范专科学校学报》2007,27(4):105-107

英汉新闻语篇所使用的衔接手段虽然种类相同,但是对于各种衔接手段的使用频度上存在相当大的区别,因此在翻译过程中必须根据区别来对衔接手段进行调整,从而使汉语译文和英文原文能够尽可能的接近,避免生硬的“翻译腔”。  相似文献   

论批评话语分析   总被引：11，自引：0，他引：11  

吴建刚 《华中师范大学学报(人文社会科学版)》2002,41(3):42-48

本文论述了批评话语分析的基本理论，原则和方法。批评话语分析的出发点是对语方和话语本质的重新认识：语言不是中立客观地再现真实的手段，语言和话语的有效建构，调节并控制知识，社会关系和机构。本文分析了话语、权利和意识形态之间的关系，通过语方实例从几个方面讨论了批评话语分析的语言机制和方法，并指出批评话语分析的意义和提高语言批评意识的重要性。  相似文献   

论文体视角中英语企业广告修辞手段的运用     

石克锋 《信阳师范学院学报(哲学社会科学版)》2005,25(5):71-73

英语广告的语言有许多独特的特性并形成了自己的文体———广告文体。企业广告中运用比喻、拟人、双关和成语典故、反复和平行结构、押韵和节奏等修辞手段,给人以美的享受。恰当的修辞技巧使英语广告的语言更加生动形象、意蕴优美、引人注目,能给人留下深刻的印象,使商品广告不仅具有很高的商业价值、信息价值,而且更具有一定的语言研究价值和欣赏价值。  相似文献   

一种新型太阳能热水器太阳自动跟踪系统     

曹阳  陈伟 《南通职业大学学报》2007,21(4):65-67

为了提高家用阳台型太阳能热水器的太阳能利用率,提出了一种新型太阳自动跟踪器--单轴太阳跟踪系统.介绍了该太阳跟踪系统的结构、特点和工作原理,设计了自动跟踪电路,并通过实验对跟踪器的实用性进行了讨论和验证.实验数据表明,该系统可有效提高太阳能利用率,具有广阔的应用潜力.  相似文献   

Challenges of Integrating Mobile Technology into Mathematics Instruction in Secondary Schools: An Indonesian Context     

Zaenal Abidin  Anuradha Mathrani  Roberta Hunter  David Parsons 《学校用计算机》2017,34(3):207-222

Implementing mobile learning in curriculum-based educational settings faces challenges related to perceived ethical and learning issues. This study investigated the affordances of mobile technologies to support mathematics instruction by teachers. An exploratory study employing questionnaires and semi-structured interviews revealed that, while mathematics instruction can be augmented with mobile learning, the majority of schools in Indonesia have banned student use of mobile phones in classrooms. Teachers are concerned about the improper use of mobile phones that could impact their students' mental well-being and distract them from learning. Most teachers perceive mobile technologies to be disruptive and seem reluctant to use them for teaching delivery. However, teachers are eager to experiment with digital technologies within mathematics instruction. Our findings suggest infusing alternate technologies that fit better with the school's teaching and learning environment. This includes web-based applications that can run on different digital devices ranging from desktop computers, laptops, and tablets, to mobile phones. We propose setting up communities of practice for mathematics teachers to share their instructional repertoire on integrating digital technologies within the classroom.  相似文献   

Expectations and challenges: the implementation of mobile devices in a Scottish primary school     

Sarah Cornelius  Dr Rachel Shanks 《Technology, Pedagogy and Education》2017,26(1):19-31

This article provides a case study of the implementation of iPod Touches on a one-to-one basis in a Scottish primary school. It focuses on teachers’ expectations for the project and the realisation (or otherwise) of these expectations. Findings suggest that the iPods offered opportunities for resource provision, interactive learning and extension activities. Technical challenges impacted on what could be achieved and some expectations, including sharing of resources and pupil work, and use for assessment, were not fully realised. Teachers also reported that some expected issues were quickly overcome. The development of teacher confidence with the devices remained a challenge after 12 months and they continued to seek meaningful ways to implement devices in the classroom. This case study contributes to our understanding of the pedagogical impact of mobile devices in schools and highlights the ways in which they can quickly become a valued part of the classroom environment. It suggests that implementation may not necessarily be a linear process of moving from assimilation to accommodation, as suggested by Lebrun, but that both phases may take place concurrently.  相似文献