The Two-way Model of Creativity

Creativity is a term that has proven difficult to define. The field of English language teaching (ELT) especially struggles with this concept, often treating it as an axiom that eludes clear definition or a notion that everyone has an implicit understanding of. In other pieces of research, creativity is equated with divergent thinking as evidenced and measured by performance on different standardized creativity tests. In contrast to these views, this paper argues that sound research begins with a clear definition of key terms; as such, there is a need to establish a suitable model of creativity specifically for the field of ELT. After a review of notable existing views and definitions, a new model for creativity in ELT is outlined. The two-way model of creativity proposes that certain conditions enable creativity through specific tasks that allow for creativity to emerge. This will produce creative results that eventually have a reactive effect on the conditions.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

The Study on Effects of Associated Gas Generations in Oilfield Grid

The basic situation of associated gas generations (AGGs) in Changqing Oilfield has been introduced in this paper. The conception of power loss contribution degree is used to analyze the power loss under different conditions of AGGs. And the idea of reactive effect rate is proposed to express the relation between AGG and grid, and the causes of insufficient reactive power are given simultaneously. Moreover, the method of reliability-network-equivalent is used to study the reliability evaluation pre and post the AGGs paralleling. The results of calculation indicates that controlling of capacity and installation site, increasing the reactive power and improving the performance of AGGs equipments should be important measures.

Student and Parent Self-Reported Changes in Physical Activity Behavior while Wearing an Unsealed Pedometer

Child-parent pairs (n = 109) completed a questionnaire assessing whether changes in normal physical activity levels occurred (child) or were observed (parent) when the children wore a pedometer for 7 days. Over two-thirds of the children (78.5%) and almost half of the parents (47.3%) indicated an increase in the child’s normal physical activity. Reduced television viewing (75.2%) and increased outdoor play on the weekend (35.8%) were the most frequently reported means of behavior change as reported by the children and parents, respectively. Results indicate that both children and parents perceive a reactive effect to wearing an unsealed pedometer.