世纪大战:EHOME和LGD的80分钟大鏖战     

Sosa 《电子竞技》2010,(21):80-83

在10月10日晚进行的WDC八强赛的一场比赛中,EHOME和LGD火星撞地球。尽管没有了2009的LGD给人不稳的感觉,但是这两支队伍的比赛依然值得期待。而比赛的过程和结果也让人血脉喷张,整整80分钟的比赛跌宕起伏,充满悬念。本期世纪大战为你详细解析这场比赛。  相似文献   

“可以打!”——三个字引发的血案     

Sosa 《电子竞技》2010,(23):84-87

如果再给longdd十年时间,他都一定不会忘记,他站在近卫roshan路口的那三个字"可以打",最后竟然价值整整5万元人民币,还有一个亏欠他已久的冠军……这支刚刚重组的Deity战队,赛前看好他们的人并不多,几乎是0磨合期就冲上沙场的他们却一路过关斩将,从4支中国队所在的死亡之组中杀出,然后陆续击败泰国一哥TR和马来西亚王者AEON.MUFC,终于在决赛中与强大的东道主Nirvana.cn会师!以下这篇战报就是双方的首盘较量复盘,这场比赛也是WDC淘汰赛阶段含金量最高的一场巅峰对决,场面一直在僵持,双方一直都没能彻底把对面压垮,直到子龙的那句"可以打"。  相似文献   

Recycling Piaget: Posthumanism and making children’s knowledge matter     

Teresa K. Aslanian 《Educational Philosophy and Theory》2018,50(4):417-427

A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conception of the world are re-read along with Karen Barad’s posthuman theory, using Catherine Malabou’s concept of plasticity. Through a plastic reading of Piaget and Barad, I consider how a posthuman theoretical framework might contribute to research seeking to access children’s perspectives. Before concluding, I reflect on some ethical concerns regarding posthuman research in education.  相似文献   

The efficacy of `whole word' versus `analytic' reading instruction for children with Down syndrome     

Cupples  Linda  Iacono  Teresa 《Reading and writing》2002,15(5-6):549-574

An intervention study was conducted toinvestigate whether children with Down syndrome(DS) would benefit from an `analytic' approachto reading instruction, which encompassedexplicit training in phonological awareness.Participants were seven English-speakingchildren with DS aged 8;6 (years;months) to11;1, who demonstrated little or nononword-reading ability prior to intervention.The children received weekly instruction (forsix weeks) in reading aloud 30 regularly speltmonosyllables (e.g., ten, bake) using an`analytic' approach, in which words werelearned by combining onsets with rimes (fourchildren), or a `whole-word' approach (threechildren). Participants' oral reading wasassessed pre- and post-intervention using areading test comprising the 30 trained wordsand 30 untrained (generalisation) words. Mostchildren (six out of seven) read more trainingwords correctly after intervention than before,with significant improvement shown by fourchildren (two trained analytically, and twotrained with whole words). More importantly,reading of generalisation words improvedsignificantly in only three children, all ofwhom had received analytic training. It wasconcluded that children with DS benefit from ananalytic approach to reading instruction, eventhough their auditory-verbal memory (assessedusing digit span) is poor.  相似文献   

Differences between WISC‐R and WISC‐III performance scale among children with ADHD     

E. Mark Mahone  Teresa L. Miller  Christine W. Koth  Stewart H. Mostofsky  Melissa C. Goldberg  Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340

Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003.  相似文献   

Employment self-disclosure of postsecondary graduates with learning disabilities: rates and rationales     

Madaus JW  Foley TE  McGuire JM  Ruban LM 《Journal of learning disabilities》2002,35(4):364-369

One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented.  相似文献   

Critical thinking,executive functions and their potential relationship     

María Luisa Sanz de Acedo Lizarraga  María Teresa Sanz de Acedo Baquedano  Oscar Ardaiz Villanueva 《Thinking Skills and Creativity》2012,7(3):271-279

The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of executive functions. Third, we propose a model for comparing or mapping between the most important processes of both constructs. Fourth, we offer some conclusions on the relational path between the two concepts based on the studies reviewed and suggest possible lines of investigation that will undoubtedly facilitate the understanding of shared features and key differences between critical thinking and executive functions.  相似文献   

Designing Nordic technology-enhanced learning     

Teresa Cerratto-Pargman  Sanna M. Järvelä  Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230

The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.  相似文献   

The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment     

Teresa L. McElhinny  Michael J. Dougherty  Bethany V. Bowling  Julie C. Libarkin 《Science & Education》2014,23(2):445-464

We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change.  相似文献   

Research Guide to Mexican Law*     

Bianca Anderson  Marisol Florén-Romero  Julienne E. Grant  Jootaek Lee  Lyonette Louis-Jacques  Teresa M. Miguel-Stearns 《Legal Reference Services Quarterly》2013,32(1):18-76

ABSTRACT

Carrying out effective and efficient research on Mexican law presents special challenges. Some of these are structural because they condition the entire research process. This guide covers all aspects of Mexican legal research, providing a contextualized overview of the subject. The guide is organized into three main sections: Primary Sources, Secondary Sources, and Online Resources. The reader of this guide will gain a solid foundation in how to do research on Mexican law.  相似文献