The evolution of the PLO: Rhetoric of terrorism     

Bernard L. Brock  Sharon Howell 《Communication Studies》2013,64(3-4):281-292

Palestinian national consciousness has been institutionalized into the Palestinian Liberation Organization (P.L.O.), one of the most significant terrorist organizations today. The application of rhetorical concepts derived from studying American New Left rhetoric from the 1960s reveals that the P.L.O. is a social movement that rejects the existing order as it confronts society in a moral enjoinment.  相似文献   

New products     

David N. Miller  Stephen E. Brock 《TechTrends》2002,46(6):66-66

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Crookes,carbolic and cattle plague     

Brock WH 《Endeavour》2002,26(3):87-91

Forging a scientific career in 19th-century Britain was difficult for most middle-class scientists. Despite his discovery of thallium in 1861 and later distinction as an experimental physicist that led him to the Presidency of the Royal Society (1913-1915), William Crookes (1832-1919) never obtained one of the limited number of academic or official positions. Scientific journalism and commercial activities were eventually to bring him financial security, but before that he was an opportunist willing to try his hand at anything that would win him national publicity. This is illustrated by his intervention in the great cattle plague epidemic that swept the UK between 1865 and 1866.  相似文献   

Monitoring of education for sustainable development in Germany – insights from early childhood education,school and higher education     

Mandy Singer-Brodowski  Antje Brock  Nadine Etzkorn  Insa Otte 《Environmental Education Research》2019,25(4):492-507

In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.  相似文献   

Design implications from a usability study of GramStain-Tutor^TM     

Sara Kim  Douglas M. Brock  Adam Orkand  & Michael L. Astion 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):595-605

To examine interface issues in an educational software program, we recruited twenty-two users in health sciences departments for a usability study. Using the GramStain-Tutor™ (GST) CD-ROM, these users performed tasks in navigating the program and using various interactive features. Their actions and comments were recorded with a digital video recorder and an audio recorder. The main results of our study are: (a) the majority of the users did not use the multiple navigational options available in the program; (b) navigational patterns differed based on the training background and content knowledge of the users; (c) several visual cues critical to program use were not discovered by the majority of the users; and (d) icons representing specific functions were not intuitive from users' perspectives. We demonstrated how a usability study of a relatively small number of users can identify specific problems in interface design. We recommend these interface problems be addressed before conducting educational studies that examine how educational software programs affect student learning.  相似文献   

Courseware     

Dee Brock  Vicki Totten 《Innovative Higher Education》1979,3(4):273-277

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Editorial     

Nicholas Beattie  Colin Brock 《Compare》1993,23(3):203-204

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Courseware     

Dee Brock 《Innovative Higher Education》1978,3(1):62-64

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Exploring three White American teachers’ dispositional stances towards learning about racial,cultural, and linguistic diversity     

Cynthia H. Brock  Julie L. Pennington 《Pedagogies: An International Journal》2014,9(4):322-342

This study, situated in the United States, is set in a context where large and growing numbers of children from non-dominant backgrounds populate American public schools while the vast majority of teachers teaching in US schools are White, monolingual women who may not have the requisite expertise to teach children from non-dominant backgrounds. This work focuses on the learning of three White teachers enrolled in a literacy course designed to foster teachers’ understandings of racial, linguistic, and cultural diversity. Results revealed that the three focus teachers, all members of a small online Book Club within the focus course, assumed different dispositional stances towards learning about diversity. Moreover, their overall dispositional stances shaped the ways they positioned themselves as learners in the course as well as what they learned in the course.  相似文献   

The application of the microgenetic method to studies of learning in science education: characteristics of published studies,methodological issues and recommendations for future research     

Richard Brock  Keith S. Taber 《Studies in Science Education》2017,53(1):45-73

This paper examines the role of the microgenetic method in science education. The microgenetic method is a technique for exploring the progression of learning in detail through repeated, high-frequency observations of a learner’s ‘performance’ in some activity. Existing microgenetic studies in science education are analysed. This leads to an examination of five significant methodological issues in microgenetic research. Firstly, qualitative and/or quantitative approaches to data collection and analysis within the microgenetic approach are considered and a case is made for the appropriateness of qualitative microgenetic research. Secondly, it is argued that researchers may define static intervals, periods within which (for methodological purposes) change is assumed not to occur, when reporting microgenetic studies. Thirdly, researchers should consider providing justifications for their choice of sampling rate with reference to the rate of change of the phenomenon they are studying. Fourthly, the difficulty of distinguishing conceptual change from the existence of multiple understandings is highlighted. Finally, the nature of sequences of repeated measures in microgenetic studies is considered. It is argued that different methodological approaches are suitable for microgenetic studies of different phenomena and a list of guidelines for the use of the microgenetic method in small-scale, qualitatively analysed studies in science education is proposed.  相似文献