Spartan Daily, May 15, 1975

Volume 64, Issue 54https://scholarworks.sjsu.edu/spartandaily/5987/thumbnail.jp

The lens of chemistry

ManuscriptChemistry possesses a distinctive theoretical lens?a distinctive set of theoretical concerns regarding the dynamics and transformations of a perplexing variety of organic and nonorganic substances?to which it must be faithful. Even if it is true that chemical facts bear a special (reductive) relationship to physical facts, nonetheless it will always still be true that the theoretical lenses of the two disciplines are distinct. This has consequences for how chemists pursue their research, as well as how chemistry should be taught

Korean professor training

Issued as Letter reports no. [1-4], and Final report, Project no. A-367

The BG News March 28, 2014

The BGSU campus student newspaper, March 28, 2014 Volume 93 - Issue 80https://scholarworks.bgsu.edu/bg-news/9726/thumbnail.jp

Study of the possibilities of the use of film strips and motion pictures as an integral part of the teaching of vocational agriculture in Colorado high schools, A

May, 1937.Includes bibliographical references (page 49)

Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education

Includes bibliographical references.The focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage

Montana Kaimin, March 2, 1994

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/9731/thumbnail.jp