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Sports gambling is a well-established practice in Israel, whose beginnings can be traced to 1951. In recent years, the activities of the Israel Sports Betting Board (ISBB), also known as the ‘Toto Commission’, have become extremely popular with the public at large, and especially with sports fans. The study examines the changing advertising messages and creative appeals featured in the ISBB’s various advertising campaigns throughout Israeli history, and specifically the broad social meanings that can be inferred from these campaigns. The findings illustrate how significant structures of meaning in advertising function as reflections of the state of sports and society in Israel and as representations of some of the most salient phenomena in these domains. For example, for many years advertisements have been dominated by male presence, reflected primarily in the featured characters and language representations. Also prominent are representations of militarism as well as global biases, which are illustrated by the use of English in the local Israeli gambling brand name (‘Winner’), for example. 相似文献
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Basic statistical concepts are considered to be part and parcel of any modern biological education. Micro‐computer assisted activities may offer new opportunities for the early development of relatively young children's skills and understandings, thus preparing them efficiently for a meaningful secondary school science education. However, the relevant skills and concepts may well be beyond the ken of such children. In this study, we attempted to check the level which could be reached with 6th and 7th grades primary school students (11‐12 years of age), concerning the connected concepts of “mean” and “deviation” from the mean, and some major implications of these concepts. Special learning activities were developed, and an electronic spreadsheet was used as the main tool for the quantitative tasks. A one year period of intensive teacher training preceded the actual experiment. The main results will be delineated, as well as the main responses of the students and of the teachers. Although the schools selected for the experiment (experimental as well as control groups) were located in areas of a relatively high socio‐economic level, there was some heterogeneity in the classes. The results will show that educators are confronted with problems of heterogeneity even in “good” classes, and that finding the appropriate level of intellectual stimulation of different pupils is not an easy task. Some concepts appeared to be at the limit of, or beyond, the abilities of many students, but by no means of all of them. 相似文献
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The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers 总被引：1，自引：0，他引：1
The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar
word compound version of this paradigm, to study bottom-up and top–down processes involved in reading in normally achieving
as compared to low achieving elementary school readers. The research participants were children in grades first to sixth who
had been taught to read by three approaches to reading instruction (ARI): the whole language/global approach, the phonic/synthetic
approach or the eclectic approach. Thus, the study attempted to clarify how different ARIs activate these processes in these
two types of readers. The main hypothesis was that since low achieving readers rely on top–down processes for word recognition
(see, e.g., Stanovich, 1980), the whole language ARI will reduce the difference in bottom-up tasks between them and the normally achieving readers. In
the two experiments included in the study, participants were required to perform a letter detection task while reading short
texts in Hebrew for comprehension. Contrary to this study hypotheses, the main finding was that the whole language ARI does
not compensate for difficulties in bottom-up processes of low achieving readers. Moreover, the results of this study imply
that any improvement in basic processes involved in reading proficiency produced by the whole language ARI for both the normal
and the low achieving readers dissipates by grade three. 相似文献
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