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马歇尔·麦克卢汉以其“媒介即讯息”、“媒介是人的延伸”、“地球村”以及“外爆”和“内爆”等论点和概念闻名于世。让·博德里亚力图发展麦克卢汉的媒介技术文化的学术观点，但他强调的是媒介重要性而不是讯息的重要性，他在将注意力集中于对麦克卢汉的“内爆”和即时传播的各种概念作了激进化的处理之后，提出了自己的电子媒介技术及其文化批评理论的三个关键词：仿真、内爆和超真实。这是博德里亚建立其电子媒介文化批评理论的核心和关键，是他描述技术媒介运作规律的中心概念。要理解博德里亚的理论，必先厘清这三个关键概念。 相似文献
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李恒方 《开封教育学院学报》2002,22(1):24-26
美国当代著名女作家乔伊斯·卡罗尔·奥茨对美国"迷路的孩子们"所倾注的关心和同情,以及对他们精神蜕变的社会原因的探索,具有重要的意义. 相似文献
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Mirit Hen Maria Ronen Alex Deitch Efrat Barbiro-Michaely Ziv Oren Chaim N. Sukenik Doron Gerber 《Biomicrofluidics》2015,9(5)
Microfluidic-based protein arrays are promising tools for life sciences, with increased sensitivity and specificity. One of the drawbacks of this technology is the need to create fresh surface chemistry for protein immobilization at the beginning of each experiment. In this work, we attempted to include the process of surface functionalization as part of the fabrication of the device, which would substitute the time consuming step of surface functionalization at the beginning of each protein array experiment. To this end, we employed a novel surface modification using self-assembled monolayers (SAMs) to immobilize biomolecules within the channels of a polydimethylsiloxane (PDMS) integrated microfluidic device. As a model, we present a general method for depositing siloxane-anchored SAMs, with 1-undecyl-thioacetate-trichlorosilane (C11TA) on the silica surfaces. The process involved developing PDMS-compatible conditions for both SAM deposition and functional group activation. We successfully demonstrated the ability to produce, within an integrated microfluidic channel, a C11TA monolayer with a covalently conjugated antibody. The antibody could then bind its antigen with a high signal to background ratio. We further demonstrated that the antibody was still active after storage of the device for a week. Integration of the surface chemistry into the device as part of its fabrication process has potential to significantly simplify and shorten many experimental procedures involving microfluidic–based protein arrays. In turn, this will allow for broader dissemination of this important technology. 相似文献
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A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others. 相似文献
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This study investigates how mentor talk unfolds in a community of learners during an entire school year in the context of practice teaching in university teacher education. Specifically, it focuses on how emergent styles and patterns of mentor’s talk shaped power relations in the discourse, promoting different kinds of learning environments. Data collection included 23 video-recorded meetings of the learning community of 11 student teachers and a university mentor and 25 semi-structured interviews with all participants including the mentor. Findings show that styles and patterns of mentor talk are central to how a particular learning environment in a community develops. Implications for pre-service mentors’ roles in the context of student teacher learning in a community are discussed. 相似文献
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魏继东 《衡阳师范学院学报》2002,23(3):63-65
介绍了边界积分方程的Galerkin法，并证明了通过最小二乘法处理后可得到起超收敛结果。 相似文献
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Rachel Lea Erhard Mirit Sinai 《International journal for the advancement of counseling》2012,34(2):159-173
In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine
their role as “agents of social justice” in schools, with a view to promoting equal educational opportunities for all students.
This research examines counselors’ perceptions of the role, role behaviors, personal justice sensitivity, the school’s justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire.
Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities
meant to increase disadvantaged students’ chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors’ actual behaviors. These findings have theoretical and practical implications for the professional socialization
of counselors as agents of social justice. 相似文献
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We present findings from an in-depth study on a school-based multi-disciplinary learning community in the context of practice teaching in university pre-service education. We elaborate on one of the three predominant patterns of talk identified, the ‘star’ pattern, and show how it created particular power relations in the discourse which eventually triggered occasions for learning in community. The community of learners consisted of 11 student teachers and a university mentor who functioned as a tutor responsible for facilitating the group discussion. The group met on a weekly basis throughout an entire academic year (23 meetings). Data collection included recordings of all meetings and semi-structured interviews with all participants including the mentor (altogether 25 interviews). Findings suggest that the ‘star’ pattern of talk constitutes a powerful channel for promoting learning in the context of a community of learners. 相似文献
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This study describes a researcher–educator collaborative intervention that aimed to promote identity exploration among 9th-grade students in a literature lesson. The intervention focused on an introductory lesson about a poem from the curriculum, and involved designing educational activities anticipated to trigger identity exploration, promote a sense of safety, and scaffold exploratory action among students. Analysis of observation of the lesson, students’ products, and post-lesson focus groups suggested that the lesson was successful in eliciting engagement in identity exploration among many, albeit not all, students. The analysis also suggested that exploration-promoting activities contributed to students’ adaptive motivation and engagement in literature and in writing. The findings highlight the complex, dynamic, non-determined, and inherently contextualized nature of identity exploration. The study emphasizes the need for interventions that employ theoretical principles as well as contextual knowledge in the design of educational activities, and the application of continuous design-evaluation cycles, for the successful promotion of identity exploration in educational settings. 相似文献