The Individual Experience of Online Chemistry Teacher Education in China: Coping with COVID-19 Pandemic

2020 ◽  
Vol 97 (9) ◽  
pp. 3265-3270
Author(s):  
Kai Chen ◽  
Yue Chen ◽  
Yizhou Ling ◽  
Jiayi Lin
Keyword(s):  
Teacher Education ◽  
Individual Experience ◽  
Chemistry Teacher ◽  
The Individual ◽  
Education In China

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

Organizing Things in Dickens

2018 ◽  
Author(s):  
Elaine Auyoung
Keyword(s):  
Human Body ◽  
Individual Experience ◽  
Bleak House ◽  
Narrative Structures ◽  
Concrete Objects ◽  
Comprehension Process ◽  
The Individual ◽  
Individual Human

This chapter demonstrates how the organization of narrative information can shape a reader’s impression of what is represented. It focuses on two ways in which concrete objects are arranged in Charles Dickens’s Bleak House: as specific members of general categories and as part of causally connected narrative structures. Dickens relies on these representational strategies to capture a scale of reality no longer suited to the individual human body. In doing so, he also reveals that the realist novel’s conventional commitment to individual experience at the scale of concrete particulars reflects constraints on the comprehension process.

scholarly journals A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Dongho Kim
Keyword(s):  
Teacher Education ◽  
Distributed Cognition ◽  
Open Educational Resources ◽  
Teacher Education Programs ◽  
Unified Framework ◽  
Lesson Design ◽  
Web Resource ◽  
Design Activities ◽  
The Individual ◽  
Pedagogical Knowledge And Skills

The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers’ professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how pre-service teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers’ Web resource-based professional development.

scholarly journals Melancholy and Crisis Worldview as the Situation of Man “In His Time” in the First Third of the XX Century

Discourse ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 33-44
Author(s):  
D. V. Andreenko
Keyword(s):  
20Th Century ◽  
Sigmund Freud ◽  
Mutual Influence ◽  
Charles Baudelaire ◽  
Historical Period ◽  
Individual Experience ◽  
Individual Perception ◽  
Experience Of Time ◽  
The Individual ◽  
The Relationship

Introduction. Shaping modernity in the first third of the twentieth century is tied to the private worldview of the person of this era in which the main metaphor of the individual perception of “their time” is melancholy. The crisis of this historical period forms the prism of melancholic worldview. The goal of this article is to substantiate the reasons for the perception of melancholy as a phenomenon caused in part by the problem of individual experience of time. The relationship between melancholy and modernity has already been noted in the literature, but this text raises a new question – what is the temporal nature of this mutual influence?Methodology and sources. A key role in the understanding of melancholy is played by the texts of authors of the early 20th century: Walter Benjamin, devoted to Charles Baudelaire and the work of Sigmund Freud “Mourning and Melancholy”. The issue of temporality in the work is interpreted through the reference to the phenomenological tradition, namely in reference to the modern phenomenological analysis of depressive disorder in the work of Domonkos Sik.Results and discussion. The author comes to the conclusion that the feeling of the interrelation of melancholy and the epoch is extremely specific for a person of the first third of the 20th century, evidence of which could be found in the philosophical and cultural reflection of this period. Crisis worldview is reflected in literature, painting, cinema, philosophy, social theory, etc. Thus, it is possible to represent melancholy as a phenomenon, partly caused by the problem of individual experience of time. Melancholy occurs when a crisis worldview is supplemented by an experience of circular temporality, the disappearance of the future, preoccupation with the past, passivity, or isolation.Conclusion. If these elements come together, a total worldview is formed in which real world events intensify melancholy. In this sense, phenomenologically speaking, melancholy is not so much a state as a dynamic process.

Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

2021 ◽  
Vol 35 (2-3) ◽  
pp. 209-214
Author(s):  
Frank Fischer
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Problem Solving ◽  
Educational Research ◽  
Information Sources ◽  
Research Evidence ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Special Issue ◽  
The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

Ideology and us

2021 ◽  
pp. 23-36
Author(s):  
Peter Beresford
Keyword(s):  
Twentieth Century ◽  
Case Studies ◽  
Individual Experience ◽  
The People ◽  
Personal Ideology ◽  
The Individual ◽  
Ideological Context

This chapter takes the next step and focuses on ideology's relations with 'us' — the people on the receiving end. The chapter argues that there has been little exploration of the whys and wherefores of nature of ideology. Here the story seems to be one of a widespread lack of both familiarity and ease with the idea. Starting with the individual, the chapter explores how ideology impacts on us personally. It considers the idea of people's personal ideology, the forms it may take and what may shape it. Ultimately, the chapter examines the ideological context of our individual experience, examining two extreme ideologies of the twentieth century and the broader insights they offer as case studies.

Introduction

2021 ◽  
pp. 1-19
Author(s):  
Wayne E. Lee ◽  
David L. Preston ◽  
David Silbey ◽  
Anthony E. Carlson
Keyword(s):  
Colonial Period ◽  
Individual Experience ◽  
Irregular Warfare ◽  
The Individual ◽  
Two Sides

Introduces the problem of intercultural combat and how it changes the individual experience of battle. It also defines the partly overlapping categories of asymmetrical, unconventional, or irregular warfare. Intercultural warfare is a clash of mindsets as much as weapons. Intercultural combat defies expectations, and frequently presents a problem in sustaining a winning strategic narrative, since the two sides’ definitions of victory differ. This introduction sets the stage with a brief look at the colonial period and the role of Indians as “unexpected enemies.” In general Americans have always thought about war as likely to be against someone culturally similar. In reality, most American wars have been against cultural “others.”

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