Worldwide deliberation and public use of reason online   总被引：1，自引：0，他引：1  

May Thorseth 《Ethics and Information Technology》2006,8(4):243-252

The aim of this paper is threefold: (i) to trace the idea of deliberation back in the history of philosophy and establish the link to the Kantian concept of public reason; (ii) to pave the way for rhetoric as a constituent part of public deliberation; (iii) to undertake an applied ethical approach to worldwide deliberation online. The two former aims are treated in part one of the paper, whereas the applied analysis is undertaken in part two. One important task is to demonstrate in what ways the internet as a new and powerful venue for deliberation both challenges the old theories of public deliberation, and also points in the direction of certain revisions of our basic ideas about deliberation.  相似文献   

Institutional policy process improvement: using structurating activity theory to inform practice     

Heather E. Canary  Kris May  Marc D. Rinehart  Jahn B. Barlow 《Journal of Applied Communication Research》2018,46(2):202-222

Organizational communication scholars are increasingly called upon to use theoretical knowledge to address problematic processes in public institutions. This article reports a process improvement project focused on a university conflict of interest (COI) policy as an example of how scholars can engage theory to improve ongoing policy processes. The project team included communication scholars and research administration staff who designed, implemented, and evaluated the mixed-methods project guided by structurating activity theory. Baseline survey results were used to design the process improvement project. Results of the follow-up survey indicate that researchers who participated in some aspect of the process improvement project (i.e. attending a policy café, using the redesigned website, or reading the new Quick Reference Guide) reported higher levels of policy communication and knowledge and more positive attitudes toward the COI policy than researchers who had not engaged with process improvement efforts. We offer theoretical and practical implications of results for organizational communication scholars and practitioners.  相似文献   

Culturally and Linguistically Relevant Readalouds     

Laura A. May  Gary E. Bingham  Meghan L. Pendergast 《Multicultural Perspectives》2014,16(4):210-218

The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning.  相似文献   

Enhancing Teaching and Learning: Libraries and Open Educational Resources in the Classroom     

Erin Davis  Dory Cochran  Britt Fagerheim  Becky Thoms 《Public Services Quarterly》2016,12(1):22-35

Academic libraries continually adjust services to adapt to the ever-changing landscape in higher education. In response to the broken textbook market, libraries are becoming actively involved in the open educational resources (OER) movement. Although there is not a formal program in place, librarians at Utah State University explored a collaborative approach to integrate OER in faculty members' courses. One goal of the effort was to work closely with faculty to consider course objectives and learning outcomes when evaluating and incorporating OER. This article identifies a streamlined process for targeting courses most suited for OER adoption and outlines a process of collaborating with teaching faculty to integrate relevant OER. The paper includes a detailed workflow that other libraries can easily adapt to make OER part of their faculty outreach toolkit.  相似文献   

那是个星期三     

May 《初中生》2006,(7):47-47

来伦敦的一名游客厌烦至极。“雨，雨，雨！雾，雾，雾！”他冲导游嚷道，“英国什么时候才有晴天？”  相似文献   

Activating lignite and sludge by electro-hydraulic impulse     

陈德淑 《重庆大学学报(英文版)》2003,2(2)

1. Introduction At present, it is necessary to use fertilizer to ensure the stable and high agricultural productivity. However, as we all know, the fertilizer not only decreases the self-fertility of soil, but also is accompanied with pesticide. Food poisoning caused by remnant pesticide in fruits and vegetables is often reported, and in such cases, chronic poisoning is the majority. The remnant pesticide accumulates in body gradually, and then induces kinds of disease. As reported, the Miyu…  相似文献   

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy     

Susan R. Goldman  M. Anne Britt  Willard Brown  Gayle Cribb  MariAnne George  Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.  相似文献   

RESOLV: Readers' Representation of Reading Contexts and Tasks     

Jean-François Rouet  M. Anne Britt  Amanda M. Durik 《教育心理学家》2017,52(3):200-215

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context.  相似文献   

Making departmental changes through action research,based on adult learning principles     

Robert Conway  David Kember  Atara Sivan  May Wu 《Higher Education》1994,28(2):265-282

Action research was used as a means of introducing adult learning principles into the teaching of an optometry department. The department took as an overall development theme the move from teacher-directed to leamer-directed activities. Pilot studies were used as a mechanism for trialling particular innovations. Lessons learnt from the pilot studies are shared with the remainder of the department for incorporation into other subjects, thus evolving a mechanism for departmental change. The paper shows how change occurred by reporting briefly two pilot studies as examples. The first used group project teams to prepare class presentations for specified topics. Some novel presentation methods were used by the student teams. Peer assessment was introduced into this subject in the second cycle of the pilot study as a result of feedback from the first cycle. The second pilot study introduced active learning methods in place of lectures.  相似文献   

TEACHERS’ ATTITUDES TO RELIGIOUS EDUCATION     

P. R. May 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):66-70

This is a short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence. The definition of artistic ability was a recurring difficulty which has not, indeed, been satisfactorily settled yet, although the inadequacy of some of the criteria put forward earlier in the century can now be clearly seen. Such criteria were often wholly convergent, requiring pupils to conform to pre‐established notions of ‘correctness’ which now seem inappropriate to the subject.  相似文献