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Textual Representations (textual + representation)
Selected AbstractsTEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMSJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006John J. Lawless The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source] Thomas Hettche's Wound EthicsTHE GERMAN QUARTERLY, Issue 2 2009Andrea Bachner This essay analyzes the work of Thomas Hettche as the combination of an attention to corporeality with an attempt at developing an alternative ethics. Like several other writers in the context of the turn to the body in recent German writing, Hettche probes medical metaphors, especially dissection, prosthetics, and incubation. For him, however, the body is not only "Schnittfläche," a cut,and cutting,surface, but a "Schnittstelle," an interface where differences can be thought together. Hettche's work, reminiscent of poststructuralism's ethical turn, attempts to construct an intrinsic ethics without an a priori transcendental, nor psychoanalytical basis for its injunctions. This ethics hinges upon wounds,as does this essay, formally and thematically obsessed with multiple cuts: wounds conducive to corporeal sympathy instead of psychological empathy; wounds as a site of the radical openness of the same to the other; wounds as the cuts between pain and its textual representation. [source] Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2008Yehudit J. Dori Abstract The case-based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3-year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre- and postcase-based questionnaires were used to assess students' graphing and chemical understanding,retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding,retention in the post- with respect to the prequestionnaires. Comparing the experimental students to their non-CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case-based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219,250, 2008. [source] | ||||||||||