Journalism training in Sri Lanka: meeting the needs of working journalists     

Sam Miller 《Changing English: An International Journal of English Teaching》2006,13(2):173-178

The ethnic conflict that has enveloped Sri Lanka since the 1980s has been deeply damaging to Sri Lankan journalism, whose traditions of impartiality and professionalism have been seriously undermined. The BBC World Service Trust has attempted to address these issues through a European‐funded training programme aimed at a broad range of media practitioners in Sri Lanka. This article seeks to assess how successful this programme has been and what lessons can be drawn by training organisations elsewhere who are seeking to implement similar projects.  相似文献   

Designing informal learning experiences for early career academics using a knowledge ecosystem model     

Faye Miller  Helen Partridge  Christine Bruce  Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

Few take up offer of gene screening     

Miller SK 《New scientist (1971)》1993,139(1891):6

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Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study     

Daniel Ansari  Roland H. Grabner  Karl Koschutnig  Gernot Reishofer  Franz Ebner 《Learning and individual differences》2011,21(6):636-643

Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n = 12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n = 12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors.  相似文献   

Two components of responding in Pavlovian lick suppression     

Jozefowiez J  Witnauer JE  Miller RR 《Learning & behavior》2011,39(2):138-145

The present research examined the temporal distribution of responding in a lick suppression paradigm. In Experiment 1, rats were trained with either a 30- or a 120-s conditioned stimulus (CS), which was followed either by a footshock (unconditioned stimulus [US]) or nothing. Licking during the CS was suppressed only in the former condition. Suppression was more pronounced early in the CS. In Experiment 2, rats were exposed to two 30-s or two 120-s CSs, with delivery of the shock being contingent on CS1 for half of the animals and on CS2 for the other half. For both the paired and the unpaired conditions, suppression at the beginning of CS1 was observed for all the groups. By discounting the possibility of generalization between CS1 and CS2, it appears that this initial suppression was not a conditioned response to the CS, but an unconditioned one due to mere exposure to the shock US.  相似文献   

Some determinants of second-order conditioning     

Witnauer JE  Miller RR 《Learning & behavior》2011,39(1):12-26

In a Pavlovian conditioning situation, an initially neutral stimulus may be made excitatory by nonreinforced presentations in compound with an established conditioned excitor [i.e., second-order conditioning (SOC)]. The established excitor may be either a punctate cue or the training context. In four conditioned suppression experiments using rats, we investigated whether SOC phenomena parallel other cue interaction effects. In Experiment 1, we found that the response potential of a target stimulus was directly related to the intertrial interval when SOC was mediated by a punctate cue, and inversely related to the intertrial interval when SOC was mediated by the training context. Experiment 2 demonstrated that punctate- and context-mediated SOC are oppositely affected by posttraining context extinction, and Experiments 3 and 4 demonstrated that context- and punctate-mediated SOC are differentially affected by conditioned stimulus (Experiment 3) and unconditioned stimulus (Experiment 4) preexposure treatments. These findings parallel phenomena in conditioned inhibition and cue competition situations.  相似文献   

Recovery from the overexpectation effect: Contrasting performance-focused and acquisition-focused models of retrospective revaluation     

Aaron P. Blaisdell  James C. Denniston  Ralph R. Miller 《Learning & behavior》2001,29(4):367-380

In four Pavlovian conditioned lick-suppression experiments, rats had two conditioned stimuli (CSs X and A) independently paired with footshock, followed by pairings of a compound of A and X with the footshock. On subsequent tests with CS X, less conditioned suppression was observed than in control subjects that lacked the compound AX→footshock trials. Thisoverexpectation effect was reversed through posttraining extinction of CS A, a result consistent with both performance- and acquisition-focused models of retrospective revaluation. However, only performance-focused models could account for how posttraining increases or decreases in the A-footshock temporal interval attenuate the overexpectation effect.  相似文献   

Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community     

Brant G. Miller  Gillian Roehrig 《Cultural Studies of Science Education》2018,13(1):31-58

Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

Improving Inquiry Teaching through Reflection on Practice     

Christine R. Lotter  Cory Miller 《Research in Science Education》2017,47(4):913-942

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Reviews     

G. E. Bookbinder  Jane Miller  Alan Treadwell 《Literacy》1978,12(2):48-54

Foster , John , L. (Editor ). (1977). Reluctant to Read? Edinburgh Reading Tests - Stages 1 and 4 - Godfrey Thomson Unit. Dubin , F. and Olshtain , E. (1977). Facilitating Language Learning. Skitt , Frank . (1978). Themes for Language Learning.  相似文献