Visual Behavior in Teacher-Pupil Dyads

1976 ◽  
Vol 13 (4) ◽  
pp. 267-275
Author(s):  
Terry Hore
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Average Length ◽  
Learning Task ◽  
The Other ◽  
Visual Behavior ◽  
Recent Immigrants ◽  
Dependent Variables ◽  
Main Effects ◽  
Good Facility

In order to describe the visual behavior of teacher-pupil dyads during a cooperative learning task, 57 student-teachers (32 females and 25 males) were allocated to three groups of children, 21 Australian-born, 18 immigrants with good facility with English, average length of residence in Australia 7.3 years, and 18 with restricted ability in the English language, average residence 1.2 years. The study used a 3 × 2 × 2 factorial design (group x teacher sex x child sex) with the dependent variables mutual glance and unreciprocated glances tallied and timed to provide a frequency per minute count and duration of gaze as a proportion of total time. The group containing recent immigrants shared more than twice the amount of gaze and for longer than twice the amount of time than the other two groups. No other main effects or interactions were significant.

Some Problems with Talcott Parsons'

1994 ◽  
Vol 35 (1) ◽  
pp. 104-123 ◽  
Author(s):  
Peter Ghosh
Keyword(s):  
Twentieth Century ◽  
English Language ◽  
Average Length ◽  
Historical Sociology ◽  
Linguistic Competence ◽  
The Other ◽  
Talcott Parsons ◽  
Language Version ◽  
Continuous Stream ◽  
Almost All

It is a truth sometimes acknowledged in private but not publicly discussed that the only English translation of the most famous work of twentieth century historical sociology is seriously defective. The purpose of this paper is to establish the nature of the defects and to suggest some of their causes and consequences. As I shall seek to show, these involve rather more than matters of technical linguistic competence in German. Although Parsons' translation of Weber is indeed littered with a continuous stream of individual mistranslations, misprints and omissions of up to clause-length which can destroy the meaning of entire paragraphs, a mere catalogue of these would serve little purpose. Nor can one do more than mention his persistent disintegration of Weber's extraordinarily dense and over-burdened sentence structures, which have an average length of something like 8–10 lines: the desire to render Weber into readable English is evident, but so, too, is the damage which necessarily occurs to the meaning and argumentative sequence of the original. In justice to Parsons we must accept that his pioneering achievement was based primarily on an intellectual construction of Weber's meaning; linguistic and stylistic considerations were quite secondary. This order of priorities is one that, rightly, has been observed in almost all subsequent translations of Weber, and one that the present writer also adheres to. On the other hand, precisely the same cause underlies the bulk of Parsons' mistranslations of Weber, since he always believed that the latter required ‘a certain amount of construction’ to bring out his meaning fully [Camic, 22 cf. SOSA 501]. In what follows, then, I shall seek to isolate a series of systematic intellectual distortions occurring in the English-language version of the Protestant Ethic, although this series is selective rather than comprehensive.

Throwing Skills

2017 ◽  
Vol 124 (2) ◽  
pp. 502-513 ◽  
Author(s):  
Saeed Ghorbani ◽  
Andreas Bund
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Learning Task ◽  
The Other ◽  
Acquisition Phase ◽  
Body Parts ◽  
Lower Body ◽  
Body Segments ◽  
Dependent Variables ◽  
Exploratory Data

Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.

scholarly journals From English to Indonesia: Translation Problems and Strategies of EFL Student Teachers - A Literature Review

2018 ◽  
Vol 2 (1) ◽  
pp. 13-18
Author(s):  
Risni Ade Sandra
Keyword(s):  
Literature Review ◽  
Student Teachers ◽  
English Language ◽  
The Other ◽  
Source Text ◽  
Text Understanding ◽  
Other Hand ◽  
Cultural Content

This research articulates problems and strategies in translating text from English as the source text to Indonesia language as the target text. By reviewing and analysing critically mélange of concepts, examples and findings explained in some collected references, it is known that problems in translation mostly are around lexical, grammatical and semantic elements. In the other hand, the strategies used to produce acceptable translation result regarding to the readers’ of target text understanding have to consider aspects such as cultural content, the availability of equivalencies, and the ability to use the monolingual dictionary. This research also try to emphasize and to convince why finding problems and strategies of EFL student teachers in translating text is very prominent to help the mapping of which elements in English language that are still hard to be transmitted back to Indonesia language and how to overcome that problems.

scholarly journals WONDERFUL OR AWFUL? STUDENT-TEACHERS’ CLASSROOM MANAGEMENT EXPERIENCES IN PRACTICUM TEACHING

2019 ◽  
Vol 6 (1) ◽  
pp. 13-22
Author(s):  
Saiful Akmal ◽  
Khairil Razali ◽  
Yuni Setia Ningsih ◽  
Rosdiana
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Group Discussion ◽  
Language Education ◽  
Structured Interview ◽  
The Other ◽  
Education Department ◽  
English Language Education ◽  
Academic Year

This study is aimed at probing the strengths and weaknesses of classroom management experienced by student teachers at Department of English Language Education, UIN Ar-Raniry during the internship program at designated schools. Data collection was based on qualitative semi-structured interview with 8 student teachers chosen by purposive sampling from the 250 fourth student teachers at the English Language Education Department in 2017/2018 academic year. The findings of the current study indicated that group discussion method applied in the classroom enable more efficient classroom management. On the other hand, it is found that student teachers still experienced great deal of anxiety in managing the classroom. This may cause serious problems when facing real classroom management following their graduation as real teachers.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Effects of Attachment Styles on the Experience of Equity in Heterosexual Couples Relationships

2003 ◽  
Vol 50 (4) ◽  
pp. 298-310 ◽  
Author(s):  
Ina Grau ◽  
Jörg Doll
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Intimate Relationships ◽  
Attachment Styles ◽  
Experimental Studies ◽  
The Other ◽  
Heterosexual Couples ◽  
Secure Attachment ◽  
Dependent Variables ◽  
Equity Ratio

Abstract. Employing one correlational and two experimental studies, this paper examines the influence of attachment styles (secure, anxious, avoidant) on a person’s experience of equity in intimate relationships. While one experimental study employed a priming technique to stimulate the different attachment styles, the other involved vignettes describing fictitious characters with typical attachment styles. As the specific hypotheses about the single equity components have been developed on the basis of the attachment theory, the equity ratio itself and the four equity components (own outcome, own input, partner’s outcome, partner’s input) are analyzed as dependent variables. While partners with a secure attachment style tend to describe their relationship as equitable (i.e., they give and take extensively), partners who feel anxious about their relationship generally see themselves as being in an inequitable, disadvantaged position (i.e., they receive little from their partner). The hypothesis that avoidant partners would feel advantaged as they were less committed was only supported by the correlational study. Against expectations, the results of both experiments indicate that avoidant partners generally see themselves (or see avoidant vignettes) as being treated equitably, but that there is less emotional exchange than is the case with secure partners. Avoidant partners give and take less than secure ones.

scholarly journals A Sequential Multiple Assignment Randomized Trial (SMART) study of medication and CBT sequencing in the treatment of pediatric anxiety disorders

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bradley S. Peterson ◽  
Amy E. West ◽  
John R. Weisz ◽  
Wendy J. Mack ◽  
Michele D. Kipke ◽  
...  
Keyword(s):  
Anxiety Disorder ◽  
Anxiety Disorders ◽  
Randomized Trial ◽  
The Other ◽  
Smart Study ◽  
Main Effect ◽  
Multiple Assignment ◽  
Stage 1 ◽  
Main Effects ◽  
Treatment Sequences

Abstract Background Treatment of a child who has an anxiety disorder usually begins with the question of which treatment to start first, medication or psychotherapy. Both have strong empirical support, but few studies have compared their effectiveness head-to-head, and none has investigated what to do if the treatment tried first isn’t working well—whether to optimize the treatment already begun or to add the other treatment. Methods This is a single-blind Sequential Multiple Assignment Randomized Trial (SMART) of 24 weeks duration with two levels of randomization, one in each of two 12-week stages. In Stage 1, children will be randomized to fluoxetine or Coping Cat Cognitive Behavioral Therapy (CBT). In Stage 2, remitters will continue maintenance-level therapy with the single-modality treatment received in Stage 1. Non-remitters during the first 12 weeks of treatment will be randomized to either [1] optimization of their Stage 1 treatment, or [2] optimization of Stage 1 treatment and addition of the other intervention. After the 24-week trial, we will follow participants during open, naturalistic treatment to assess the durability of study treatment effects. Patients, 8–17 years of age who are diagnosed with an anxiety disorder, will be recruited and treated within 9 large clinical sites throughout greater Los Angeles. They will be predominantly underserved, ethnic minorities. The primary outcome measure will be the self-report score on the 41-item youth SCARED (Screen for Child Anxiety Related Disorders). An intent-to-treat analysis will compare youth randomized to fluoxetine first versus those randomized to CBT first (“Main Effect 1”). Then, among Stage 1 non-remitters, we will compare non-remitters randomized to optimization of their Stage 1 monotherapy versus non-remitters randomized to combination treatment (“Main Effect 2”). The interaction of these main effects will assess whether one of the 4 treatment sequences (CBT➔CBT; CBT➔med; med➔med; med➔CBT) in non-remitters is significantly better or worse than predicted from main effects alone. Discussion Findings from this SMART study will identify treatment sequences that optimize outcomes in ethnically diverse pediatric patients from underserved low- and middle-income households who have anxiety disorders. Trial registration This protocol, version 1.0, was registered in ClinicalTrials.gov on February 17, 2021 with Identifier: NCT04760275.

Aspidistra revoluta, a new species from limestone areas in Chongqing, China

Phytotaxa ◽  
2016 ◽  
Vol 257 (3) ◽  
pp. 280 ◽  
Author(s):  
Hao Zhou ◽  
Si-rong Yi ◽  
Qi Gao ◽  
Jie Huang ◽  
Yu-jing Wei
Keyword(s):  
New Species ◽  
Chromosome Number ◽  
Average Length ◽  
Chromosome Complement ◽  
Pollen Grains ◽  
The Other ◽  
Morphological Comparison ◽  
Chongqing Municipality ◽  
Karyotype Asymmetry ◽  
A New Species

Aspidistra revoluta (Asparagaceae) is described and illustrated as a new species from limestone areas in southern Chongqing Municipality, China. The new species can be distinguished from the other Aspidistra species by its unique umbrella-like pistil with large revolute stigma lobes that bent downwards and touch the base of the perigone. A detailed morphological comparison among A. revoluta, A. nanchuanensis and A. carnosa is provided. The pollen grains of A. revoluta are subspherical and inaperturate, with verrucous exine. The chromosome number is 2n = 38, and the karyotype is formulated as 2n = 22m + 6sm + 10st. The average length of chromosome complement is 4.50 μm, and the karyotype asymmetry indexes A1 and A2 are respectively 0.37±0.03 and 0.49±0.01.

scholarly journals Progesterone after Estradiol Modulates Shuttle-Cage Escape by Facilitating Volition

2015 ◽  
Vol 9s1 ◽  
pp. JEN.S32735
Author(s):  
Darryl J. Mayeaux ◽  
Sarah M. Tandle ◽  
Sean M. Cilano ◽  
Matthew J. Fitzharris
Keyword(s):  
Depressive Symptoms ◽  
Animal Models ◽  
Electric Shock ◽  
Ovarian Hormones ◽  
Learning Task ◽  
The Other ◽  
Female Rats ◽  
Animal Models Of Depression ◽  
Escape Learning

In animal models of depression, depression is defined as performance on a learning task. That task is typically escaping a mild electric shock in a shuttle cage by moving from one side of the cage to the other. Ovarian hormones influence learning in other kinds of tasks, and these hormones are associated with depressive symptoms in humans. The role of these hormones in shuttle-cage escape learning, however, is less clear. This study manipulated estradiol and progesterone in ovariectomized female rats to examine their performance in shuttle-cage escape learning without intentionally inducing a depressive-like state. Progesterone, not estradiol, within four hours of testing affected latencies to escape. The improvement produced by progesterone was in the decision to act, not in the speed of learning or speed of escaping. This parallels depression in humans in that depressed people are slower in volition, in their decisions to take action.

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