Acquiring writing revision and self-regulatory skill through observation and emulation.

The influences of modeling and social feedback on the acquisition of writing revision were studied with 72 college students. Students watching a coping female model gradually improving her writing technique on a sentence-combining task were hypothesized to surpass students observing a mastery model perform the technique flawlessly on a writing-skill measure and an array of self-regulatory measures, such as self-satisfaction reactions, self-efficacy perceptions, and intrinsic interest in the task. Students observing a mastery model were expected, in turn, to surpass those learning without the benefit of modeling on these same measures. Support for both hypotheses was found. Social feedback during enactive performance assisted learners from all modeling groups in acquiring writing and self-regulatory skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How many do you see? The use of nonspoken representations in first-grade mathematics lessons.

Not all relevant instructional information comes in the form of spoken words. In the present study, the authors examine multiple modalities of nonspoken forms of representation—specifically gestures, pictures, objects, and writing—used by 3 teachers in 3 yrs of 1st-grade math lessons. Teachers frequently used visually based modalities of representation and tended to produce combinations of representational forms rather than isolated representations. There were individual differences in their preference for representation types. Teachers used representations to accompany important spoken terms and to respond to student confusion. With nonspoken representations, teachers conveyed information critical to the explanation of mathematical concepts. Students must attend to the visual as well as vocal means of expressing information to gain access to all of the information presented in mathematics lessons. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using argumentation vee diagrams (AVDs) for promoting argument-counterargument integration in reflective writing.

This study examined a new prewriting tool, argumentation vee diagrams (AVDs), which are used to write reflective opinion essays. AVDs are based on the theoretical concept of argument-counterargument integration, which involves evaluating and integrating both sides of an issue before developing a final conclusion on a controversial question. In a test of the effectiveness of AVDs, 45 undergraduates at a large, southwestern university were randomly assigned to an experimental or control group. Both groups wrote 4 opinion essays over a 4-week period. The experimental group also received training on using the AVDs, including instruction on criteria for weighing arguments. Results indicated that AVD training was effective in enhancing argument-counterargument integration. Furthermore, examination of integration strategies used by participants revealed a new strategy, minimization, which was not previously part of E. M. Nussbaum and G. Schraw's (2007) argument-counterargument integration framework. Minimization involves curtailing the importance or extensiveness of a problem or advantage as a heuristic shortcut for weighing advantages and disadvantages. The role of critical questions and argumentation schemata in argument-counterargument integration is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

试论企业写作之职能、特征及风格

企业写作乃大写作，不仅要求自己“写”或“编”，还需借重大众传媒。其特征不同于一般，可受性强，规范化程度高，经常开展系列化写作活动。其风格可归纳为：朴素直陈型、渲染藻绘型、含蕴迂回型及幽默轻松型．     

电子商务教学方法探讨

电子商务是一门年轻而有活力的学科。同时,电子商务学科具有交叉性、综合性、边缘性和复杂性等特点,这使电子商务的教学面临诸多的现实困难。为此,本文着重探讨并总结电子商务教学中可以利用的教学方法,以期达到提高电子商务教学效果的目的。     

Multimodal Composition in a College ESL Class: New Tools, Traditional Norms

Research has noted that multimodal writing allows for better communication of knowledge and expression of personal identities through various modes of representation. Studies of multimodal composition have tended to examine separate modes, or have looked at connections between only a few selected available modes. Less attention has been devoted to multimodal composition from a holistic perspective. Drawing on the concept of synaesthetic semiosis [Kress, Gunther. (1998). Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53-79). London: Routledge; Kress, Gunther, & Van Leeuwen, Theo. (2006). Reading images: The grammar of visual design (2nd ed.). New York: Routledge], the present study examines how ESL writers in a freshman composition class used available modes in multimodal argumentative essays posted on the World Wide Web. The findings indicate that word-dominated discourse was the primary factor in selecting available modes. Non-linguistic modes were primarily used to illustrate written essays. However, students also used non-linguistic modes to project cultural and national identities and to express emotional connections with their topics. The ways in which the students synthesized multiple meaning-making modes represented the social practices of learning multimodal genres in which they were engaged. The paper concludes with suggestions for pedagogy and research in multimodal composition.     

航空摄影在国外工程项目中的实践

介绍了我国航空摄影在国外的应用和现状,并对航空摄影工作的技术难点和方案实施进行了详述,总结了我国航空摄影工作在国外的运作建议,以拓展我国海外市场、树立国际工程技术形象。     

A supplemental computer-assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

Difficulties in implementing effective instruction for at-risk students arise from two challenges: the transfer of evidence-based knowledge and the lack of economic resources. Computer-assisted programmes offer a suitable solution, providing quality instruction using low-cost resources. Thirty-two first-grade students with early learning difficulties were identified and paired based on at least three of the pre-intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer-assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15-min training sessions on syllable decoding plus one 30-min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1-hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes.     

Effect of Pluronic F-127 debinding temperature on the sintering and densification of alumina by direct ink writing

Hydrogel-based alumina (Al₂O₃) inks were prepared using Pluronic F-127 with 65 wt% of solid loading (Al₂O₃). The Al₂O₃ inks were deposited, and the freestanding samples were studied using TGA/DTA. Significant weight loss was observed between 180 and 360°C. A two-stage hydrogel debinding process of Al₂O₃ samples was carried out at 180 and 360°C with holding times of 30, 60, 90, 120, and 150 min. The Al₂O₃ samples were then sintered at 1600°C. X-ray diffraction was used for the phase analysis of the alumina inks, and a scanning electron microscope was used microstructural analysis. Based on the TGA/DTA analysis, a two-stage debinding process was adopted. Significant effect of hydrogel debinding temperature was observed on the sintering and densification behavior of alumina. It was observed that the porosities in the alumina samples were increasing when the debinding time was increased from 30 to 150 min, with the debinding temperature at 180 and 360°C. Moreover, the nature of the porosities was changing from closed porosities to interconnected porosities.     

Sensitive Mother-to-Adolescent Disclosures After Divorce: Is the Experience of Sons Different From That of Daughters?

This study addressed two main questions: (a) Are adolescent sons and daughters exposed to sensitive maternal disclosures after divorce with similar frequency and in similar detail? and (b) Does gender act as a moderator in the association between maternal disclosures and adolescent adjustment difficulties? Forced-choice and open-ended data were collected from 194 adolescents within 2 years after their parents' divorce. Quantitative analyses revealed that although the majority of adolescents experience some level of maternal disclosure, neither frequency nor detail of maternal disclosure differed as a function of adolescent gender. Frequent and detailed maternal disclosures were associated with adolescent adjustment difficulties, primarily psychological distress. Gender did not moderate that significant association. Qualitative analysis shed light on the link between maternal disclosures and adolescent distress, suggested the importance of how disclosures are made, and revealed several gender differences in reactions to maternal disclosures. Implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)