scholarly journals The Prevalence of Selected Buoyancy Alternate Conceptions at Two Colleges

2018 ◽  
Author(s):  
Doris J. Wagner ◽  
Peter S. Shaffer
Keyword(s):  
Alternate Conceptions

Moving Ahead With Alternate Conceptions

Science Scope ◽  
2014 ◽  
Vol 038 (01) ◽  
Author(s):  
Aaron Isabelle ◽  
Rosemary Millham ◽  
Thais Cunha
Keyword(s):  
Alternate Conceptions

scholarly journals ‘The good English’: The ideological construction of the target language in adult ESOL

2021 ◽  
pp. 1-23
Author(s):  
Kelsey Swift
Keyword(s):  
New York ◽  
Language Ideology ◽  
Pedagogical Practices ◽  
Target Language ◽  
Standard English ◽  
Community Based ◽  
Alternate Conceptions ◽  
Linguistic System ◽  
Ethnographic Observation ◽  
Ideological Construction

Abstract This project problematizes hegemonic conceptions of language by looking at the construction of ‘English’ in a nonprofit, community-based adult ESOL program in New York. I use ethnographic observation and interviews to uncover the discursive and pedagogical practices that uphold these hegemonic conceptions in this context. I find that the structural conditions of the program perpetuate a conception of ‘English’ shaped by linguistic racism and classism, despite the program's progressive ideals. Linguistic authority is centralized through the presentation of a closed linguistic system and a focus on replication of templatic language. This allows for the drawing of linguistic borders by pathologizing forms traditionally associated with racialized varieties of English, pointing to the persistence of raciolinguistic ideologies. Nevertheless, students destabilize these dominant ideas, revealing a disconnect between mainstream understandings of language and the way adult immigrant learners actually use language, and pointing to possibilities for alternate conceptions and pedagogies. (Language ideology, raciolinguistics, Standard English, adult ESOL)

scholarly journals Genocide Prevention and Western National Security: The Limitations of Making R2P All About Us

2015 ◽  
Vol 3 (4) ◽  
pp. 12-25
Author(s):  
Maureen S. Hiebert
Keyword(s):  
National Security ◽  
National Interest ◽  
International Community ◽  
Moral Norms ◽  
Alternate Conceptions ◽  
Logical Foundation ◽  
Self Interest ◽  
Blue Print ◽  
At Home

The case for turning R2P and genocide prevention from principle to practice usually rests on the invocation of moral norms and duties to others. Calls have been made by some analysts to abandon this strategy and “sell” genocide prevention to government by framing it as a matter of our own national interest including our security. Governments’ failure to prevent atrocities abroad, it is argued, imperils western societies at home. If we look at how the genocide prevention-as-national security argument has been made we can see, however, that this position is not entirely convincing. I review two policy reports that make the case for genocide prevention based in part on national security considerations: <em>Preventing Genocide: A Blue Print for U.S. Policymakers</em> (Albright-Cohen Report); and the <em>Will to Intervene Project</em>. I show that both reports are problematic for two reasons: the “widened” traditional security argument advocated by the authors is not fully substantiated by the evidence provided in the reports; and alternate conceptions of security that would seem to support the linking of genocide prevention to western security—securitization and risk and uncertain—do not provide a solid logical foundation for operationalizing R2P. I conclude by considering whether we might appeal instead to another form of self interest, “reputational stakes”, tied to western states’ construction of their own identity as responsible members of the international community.

scholarly journals Short Lesson Plan Associated with Increased Acceptance of Evolutionary Theory and Potential Change in Three Alternate Conceptions of Macroevolution in Undergraduate Students

2012 ◽  
Vol 11 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Joel K. Abraham ◽  
Kathryn E. Perez ◽  
Nicholas Downey ◽  
Jon C. Herron ◽  
Eli Meir
Keyword(s):  
Undergraduate Students ◽  
Evolutionary Theory ◽  
Evolutionary Biology ◽  
Lesson Plan ◽  
Intensive Instruction ◽  
Acceptance Of Evolution ◽  
Alternate Conceptions ◽  
Alternate Conception ◽  
Extant Species ◽  
Evolution Proceeds

Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution.

Sign in / Sign up

Export Citation Format

Share Document