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Mark D. Hawthorne 《Technical Communication Quarterly》2001,10(3):341-355
Applying abstract ethical principles to the practical business of building a code of applied ethics for a technical communication department teaches students that they share certain unarticulated or even unconscious values that they can translate into ethical principles. Combining abstract theory with practical policy writing can teach technical communication students to become increasingly aware of ethical actions without restricting ethics solely to abstractions or rules. 相似文献
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从打破原文表层结构的角度,通过评析夏济安译作<霍桑论>,透视译文中改变语序以符合中文习惯;利用文章剩余信息,添"枝"加"叶";转换词类,化顺为逆或化逆为顺;巧用四字句;化整为零等翻译技巧. 相似文献
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Louisa Remedios David Clarke Lesleyanne Hawthorne 《The Australian Educational Researcher》2012,39(3):333-348
The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be invisible to students new to the learning contexts. The focus of this paper is a single case study of the experience of an international Asian-background student (Korean), learning in a Western (Australian) problem-based learning (PBL) physiotherapy context. Video data and interviews highlight his difficulty with learning to listen and listening to learn, and his privileging of speaking over listening. We question whether failure to signal the importance of listening is the result of the current shift in emphasis to learning through speaking, leading to a subsequent loss of attention to the role of listening in collaborative learning. Further, we question the cultural inclusivity of the PBL educational paradigm and recommend specific tutor training on scaffolding students?? listening skills in this dialogic learning context. 相似文献
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J. Brian Houston Hyunjin Seo Leigh Anne Taylor Knight Emily J. Kennedy Joshua Hawthorne Sara L. Trask 《Journal of Applied Communication Research》2013,41(3):236-252
Flash mobs are new, emerging, and evolving social phenomena that have recently been associated with youth violence in the US cities. The current study explores how youth understand flash mobs through focus groups conducted in Kansas City, Missouri (a site of violent youth flash mobs). Results indicate that youth have varying familiarity with flash mobs and define them in different ways; that youth perceive youth boredom to be the most frequent cause of problems with flash mobs; that youth connect ongoing social disorder with the violence associated with flash mobs; and that while social media are facilitators of flash mobs, flash mobs have their roots in youth activities that have been going on for generations (e.g., hanging out in groups and cruising). Results illustrate the importance of conducting formative research with youth, particularly about emergent phenomena, when developing interventions and communication campaigns aimed at reducing youth violence. 相似文献
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Brandon M. Butler Elizabeth Burns Christina Frierman Katrice Hawthorne Alisa Innes James A. Parrott 《Studying Teacher Education》2014,10(3):255-274
Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators. 相似文献
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Dana Gerberi Dottie M. Hawthorne Karen E. Larsen 《Medical reference services quarterly》2013,32(4):355-371
Drawing from the Responsible Literature Searching project developed by the Health Sciences Library System–University of Pittsburgh, the Mayo Clinic Libraries utilized Springshare's LibGuides software to create an Effective Database Searching Guide for its diverse set of users. Library databases are organized under broad subject categories with overview information, links to help materials, and news on system updates. Additionally, the guide features a visual site map, searching best practices, a database comparison chart, responsible literature searching guidelines, classic evidence-based practice articles, and recommendations on when to contact a librarian for assistance. The self-guided tool is both easy to use and maintain. 相似文献
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