Introduction to the Forum on the Violence of Rhetoric     

Jeremy Engels 《Quarterly Journal of Speech》2013,99(2):180-181

Fundamentals of Debate. By Harry Franklin Covington. New York. Chas. Scribner's Son's, 1919. Pp. 291, Cloth.

Psycho‐Gymnastics and Society Drama. By Delbert M. Staley, A.M. Ph.D. and Helen C. Culver. Boston. Richard G. Badger, 1918. Cloth, pp. 94.

Winning Declamations. By Edwin DuBois Shurter. Lloyd Adams Noble. New York City, 1917. Cloth, pp. 303.  相似文献   

Before The Rhetorical Presidency     

Jeremy Engels 《Quarterly Journal of Speech》2013,99(1):114-117

The American Language: Supplement One. By H. L. Mencken. New York: Alfred A. Knopf, 1945; pp. xv + 739 + xxxv. $5.00.

Burke's Speech on Conciliation with America. Edited by Charles R. Morris. New York and London: Harper and Brothers, 1945; pp. 194. $1.00.

Educating Liberally. By Hoyt H. Hudson. Stanford University, California: The Stanford University Press, 1945; pp. viii + 120. $2.00.

Television: Programming and Production, By Richard Hubbell. New York: Murray Hill Books, Inc., 1945; pp. 207. $3.00.

Representative American Speeches: 1944–1945. Selected by A. Craig Baird. New York: The H. W. Wilson Company, 1945; pp. 328. $1.25.

Planning and Equipping the Educational Theatre. By A. S. Gillette. Cincinnati: The National Thespian Society, 1945; pp. 30. $0.60.

Improving Your Vocabulary and Spelling. By Roland Ketchum and Jay B. Greene. New York: Noble and Noble, 1944; pp. viii + 118. $1.00.

A Stage Version of Shelley's Cenci. By Arthur C. Hicks and R. Milton Clarke. Caldwell, Idaho: Claxton Printers, 1945; pp. 156. $3.50.

Principles of Speech, Brief Edition. By Alan H. Monroe. Chicago: Scott, Foresman and Company, 1945; pp. viii + 303. $1.50.

College Handbook of Composition. By Edwin C. Woolley and Franklin W. Scott, with the collaboration of Evelyn Tripp Berdahl. Boston: D. C. Heath and Company, 1944; 4th edition, pp. 452. $1.50.

A Drill Manual for Improving Speech. By William Norwood Brigance and Florence M. Henderson. Chicago: J. B. Lippincott Company, 1945; pp. xxiii + 246. $8.25.  相似文献   

A biomechanical analysis of common lunge tasks in badminton     

Gregor Kuntze  Neil Mansfield  William Sellers 《Journal of sports sciences》2013,31(2):183-191

Abstract

The lunge is regularly used in badminton and is recognized for the high physical demands it places on the lower limbs. Despite its common occurrence, little information is available on the biomechanics of lunging in the singles game. A video-based pilot study confirmed the relatively high frequency of lunging, ～15% of all movements, in competitive singles games. The biomechanics and performance characteristics of three badminton-specific lunge tasks (kick, step-in, and hop lunge) were investigated in the laboratory with nine experienced male badminton players. Ground reaction forces and kinematic data were collected and lower limb joint kinetics calculated using an inverse dynamics approach. The step-in lunge was characterized by significantly lower mean horizontal reaction force at drive-off and lower mean peak hip joint power than the kick lunge. The hop lunge resulted in significantly larger mean reaction forces during loading and drive-off phases, as well as significantly larger mean peak ankle joint moments and knee and ankle joint powers than the kick or step-in lunges. These findings indicate that, within the setting of this investigation, the step-in lunge may be beneficial for reducing the muscular demands of lunge recovery and that the hop lunge allows for higher positive power output, thereby presenting an efficient lunging method.  相似文献   

Formative evaluation and the australian science education project     

Gregor A. Ramsey 《Research in Science Education》1971,1(1):99-108

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SUMMARY OF THE MINUTES OF THE ANNUAL MEETING OF THE ACES DELEGATE ASSEMBLY     

Dennis W. Engels 《Counselor Education & Supervision》1984,24(1):124-126

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Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material     

Gregor Damnik  Antje Proske  Hermann Körndle 《Interactive Learning Environments》2017,25(5):634-649

When teachers or instructors create computer-based learning environments, they often solely consider technical aspects of interactivity. As a consequence, learners’ main role is to respond to requests of the learning environment (e.g. by answering multiple-choice questions). This aspect of interactivity is, however, not sufficient to understand the complex benefits of interactivity for learners’ knowledge acquisition. In order to create a higher level of interactivity, an instructional task that encourages learners to design learning materials for fellow learners is used in this paper. We will show that this instructional task can induce interactive elements because learners are encouraged to take not only their own perspective into account when designing. In addition, we investigated if the quality of source material affects knowledge acquisition in design tasks. In a two-by-two design, students (n?=?108) had to design either a learning environment for others (i.e. to perform perspective-shifting), or a representation of acquired knowledge for themselves (no perspective-shifting) with less or more coherent information sources. Results indicate that performing perspective-shifting can be a powerful technique for eliciting interactive learning behavior and, thus, for learning. The quality of information sources does not influence knowledge acquisition to a great extent.  相似文献   

Disinterested,disengaged, useless: Conservative or progressive idea of the university?     

Gregor McLennan 《Globalisation, Societies & Education》2008,6(2):195-200

There is evidence aplenty of academics' increasing incorporation into the life and fate of their university's brand, just as it is clear that university structures and incentives generally are dependent upon increasingly competitive resource capture under tightened managerial ideologies of institutional commitment (albeit by way of innumerable “consultation” and “responsibilisation” mechanisms). In that context, it becomes important to re‐think and re‐imagine the very “idea of the university”, especially now that images and imperatives around the Engaged University are a) omnipresent and b) convene a whole range of entirely disparate activities, governed by very different intellectual rationales. While hardly wishing to be “against” university involvement in the “wider world”, this article critically questions the new metaphysic of Engagement, and the discursive framings and traps that sustain it. In an age when perhaps only paradox and counter‐intuitive gesturing seem to work as prompts towards thinking otherwise, I make the case that some “traditionalist” ideas of higher education can be part of a reasserted “progressivist” social ethics.  相似文献   

Ein Vorgehensmodell für die Multimedia-Entwicklung mit Autorensystemen     

Ralph Depke  Gregor Engels  Katharina Mehner  Stefan Sauer und Annika Wagner 《Informatik - Forschung und Entwicklung》1999,14(2):83-94

Zusammenfassung.   Multimedia-Anwendungen sind interaktive Softwaresysteme und verlangen als solche, mit softwaretechnischen Methoden erstellt zu werden. Sie werden heutzutage in der Regel mit Hilfe von Autorensystemen entwickelt, die eine Ad-hoc-Entwicklung auf Implementierungsniveau unterstützen. Hierdurch und wegen des Fehlens etablierter Vorgehensmodelle für die Multimedia-Softwareentwicklung reduziert sich der Multimedia-Entwicklungsproze? auf die Implementierungsphase. Dies führt zu den in der Softwaretechnik bekannten Problemen wie mangelnder Konzeption und fehlender Dokumentation. Wir stellen in diesem Beitrag ein Vorgehensmodell für die Entwicklung von Multimedia-Anwendungen vor, in dessen Mittelpunkt eine Analyse- und Entwurfsphase im Hinblick auf eine Implementierung der Multimedia-Anwendung mit einem Autorensystem stehen. Ausgehend von einem frameworkbasierten Analysemodell der Anwendung und einem Modell der Realisierungsm?glichkeiten mit einem konkreten Autorensystem wird systematisch ein Implementierungsmodell auf Instanzebene abgeleitet, das als Eingabe für das Autorensystem verwendet wird. Das postulierte Vorgehensmodell wird exemplarisch für das Autorensystem Director am Beispiel der Dom?ne multimedialer Lehr-/Lernanwendungen erl?utert. Eingegangen am 2. November 1998 / Angenommen am 18. M?rz 1999  相似文献   

Ensuring the Provision of Accessible Digital Resources     

David Sloan  Murray Rowan  Paul Booth  Peter Gregor 《Learning, Media and Technology》2000,25(3):203-216

A lack of awareness of disability issues in the provision of digital educational material is resulting in a situation where much of this material is, to some degree, inaccessible to people with certain disabilities. Current and proposed disability legislation in countries such as the United States and the United Kingdom means that any educational material produced by institutions, and which has accessibility barriers, may soon be illegal. This paper discusses the issues involved in the provision of accessible digital material, with a heavy emphasis on Web‐based resources, with a view to raising awareness and avoiding a potentially embarrassing situation for educational institutions. The various assistive technologies used by disabled people to access digital material are discussed, along with the problems by inaccessible material, illustrated by examples of inaccessible Web pages. Solutions for ensuring the accessibility of digital material are provided, including a discussion of open standards and guidelines and principles of accessible content design  相似文献   

Biases in pigeon working memory     

J. Gregor Fetterman 《Learning & behavior》2000,28(1):68-79

The psychophysics and short-term retention of pigeons’ responses to rate of stimulus change were assessed in two experiments, using a symbolic delayed matching-to-sample procedure. In Experiment 1, the birds discriminated between steady and flickering lights. Psychophysical assessments of the discrimination suggested a mix of analogical and categorical strategies. Retention tests revealed a consistent bias to respond to the choice associated with theflickering sample. In Experiment 2, the birds discriminated between different rates of stimulus change (slow vs.fast). Retention tests indicated a bias to respond to the alternative associated with theslow sample. Transfer tests to new stimulus values revealed that the birds processed the stimuli in an absolute, rather than a relational fashion. These findings are related to recent work on biased forgetting in animal working memory experiments.  相似文献