No detailed description available for "Evidence and Argumentation in Linguistics".

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and (...) groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers’ accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. (shrink)

The most serious threat currently facing people all over the world is that of a global nuclear war, in which hundreds of millions of people would be killed by the immediate effects of nuclear explosions, and over a billion others would later die of cold and starvation in the ensuing nuclear winter. Physicians and other health professionals have an ethical responsibility to educate themselves, their patients, and the public to the need for major political changes to achieve multilateral disarmament and (...) thus prevent nuclear war. Scientists ought to oppose all research and government expenditures preparing for war, and should participate only in work designed to improve health and living standards for all the world's inhabitants. (shrink)