Read the text and do the tasks 1. In Lucas and Sherrys study males rated social interaction as the s...: ответ на тест 1029300 - Английский язык

Read the text and do the tasks
1. In Lucas and Sherry's study, males rated social interaction as the second most important of the six reasons for playing games, while females rated it the least important reason. In addition the biggest difference between males and females in their ratings of the importance of reasons for playing games was for social interaction. At first glance this is surprising since we tend to think that it is females who prefer social interaction. However these results show that males use computer games as an occasion for socialising with their friends. Females are much less likely to use computer games in this way. Moller, Hymel and Rubin (1992) argue that boys and girls are socialised into taking part in activities that are accepted as congruent with their own gender. Computer games are widely perceived as «boys' toys» and consequently playing games is socially more acceptable for boys than it is for girls. For boys, playing computer games with their friends will increase their acceptance by peers, but for girls would be considered as gender inappropriate play. Girls' joint activities with friends tend to be focused on more feminine pursuits.
2. Interestingly Hartmann and Klimmt (2006) found that social interaction of a different kind was perceived by females as important. In their study females rated social interaction between game characters in the development of a story line as important.
(Thomas Connolly : Games-based learning advancements for multi-sensory human computer interfaces. – The UK : IGI Global, 2009. – P.293).
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1. Computer games can provide the opportunity for learners to explore and navigate immersive virtual worlds using rich media, create authentic contexts for practising skills that can be transferred to the real world, and present a forum and context for problem-solving. Collaboration and discussion with others is central to the constructivist perspective and multi-user games or group game playing in the same physical space are two ways that facilitate this. However, issues of support for student responsibility for planning and structuring learning, and meta-cognition of the learning process are not ones that are usually considered within computer games, even those designed for education. It is therefore important to take a holistic view of the learning context in which computer games are used, their role in the curriculum, and the activities that precede and follow any game for learning to support reflection, consolidation and application of learning.
2. Providing a collaborative forum for computer gaming, be that in-game or in the real world, is essential to exploit the full potential of constructivist learning environments, as working collaboratively enables students to work to their strengths, develop critical thinking skills and creativity, validate their ideas, and appreciate a range of individual learning styles, skills, preferences and perspectives.
(Thomas Connolly : Games-based learning advancements for multi-sensory human computer interfaces. – The UK : IGI Global, 2009. – P.23)
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1. Pedagogy is usually defined as the art, or science, of teaching, and sometimes the profession of teaching. For both Gage (1985) and Simon (1994) it is somehow both: «The science of the art of teaching». At the same time, both Woods (1996) and Reynolds (1998) see it as science. Pedagogy refers to the teaching of children and its sister word «andragogy» refers to the teaching of adults.
2. Teachers apply pedagogic principles in a wide range of settings with an equally wide range of groups and individuals who present many varied challenges. Executing a pedagogical approach depends to a large extent on the judgement of the professional teacher and the practical skills that the teacher has learned and practised.
So «pedagogy» has come to refer to the skills and approaches used by teachers to achieve the aims of the lessons that they teach, or the methods which they employ. These methods vary from teacher to teacher and from time to time according to the nature of the subject being taught, or the possible responses of the children being taught. When new facilities or equipment are to be used this can lead to a new or different pedagogical approach being adopted. This has, to some extent, been the case with the advent of ICT in schools and with the use of the internet.
3. Teachers have theories and systems of beliefs concerning teaching, and the way in which learning takes place that influence their approach to teaching. Decisions which teachers take before, during and after teaching a lesson have a deep influence on the learning that takes place in their classrooms.
(Alan Pritchard : Effective Teaching with Internet Technologies. – The UK : Paul Chapman Publishing, 2007. – P.21).
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1. Clearly, the specific form of independence may matter for inflation. Debelle and Fischer maintain it is goal dependence and instrument independence that would produce low inflation. In fact, such an arrangement may prevent policy makers from changing the objective of policy on a frequent basis, thereby provoking the time inconsistency problem.
2. What is more, even if central bank independence leads to low inflation, the case for independence might be greatly weakened if it is accompanied by a growing real economic instability. However, little relationship was found between measures of real economic activity and central bank independence.
3. In other words, countries with more independence central banks enjoyed lower inflation yet suffered no cost in terms of more volatile real economic activity. Viewed from this point, one may be inclined to see central bank independence as a kind of free lunch.
4. While standard indices of central bank independence were negatively associated  with inflation among developed economies, this was not the case among developing economies. Here, turnover rates of central bank governors were positively correlated with inflation. This is a case, however, in which causality is difficult to evaluate: Was inflation high because of political interference that leads to rapid turnover of central bank officials? Or did central bank officials get fired because they couldn’t keep inflation low?
(Ansgar Belke : Monetary economics in globalised financial markets / A. Belke, T. Polleit. – Springer, 2009. – P.11).
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1. Originally, economists used to think in terms of commodity price rules for issuers of currency to follow. For them the most natural way was to implement a system of property-rights-respecting rules, which imposed on the issuers of currency the obligation to maintain a particular exchange rate between their currencies and one or more commodities.
2. If a bank issues, say, US$1 bills, a commodity standard requires it to ensure that the US$1 bills always exchange for a given amount of a commodity. Because the issuer would maintain a fixed exchange rate between the US$1 bills and a particular quantity (or quantities) of one or more real goods, the nominal price of that good (or goods) would be fixed. Currency issued under these conditions is said to be fully convertible.
3. Commodity standards were the historical norm. The perhaps best remembered commodity standard is the international gold standard. Britain adopted a de facto gold standard in 1717 after the master of the mint, Sir Isaac Newton (1643–1727), re-valued the silver guinea and formally adopted the gold standard in 1819, when the British Parliament abandoned long-standing restrictions on the export of gold coins and bullion from Britain. The US, though formally on a bimetallic gold and silver standard, switched to gold de facto in 1834 and de jure in 1900. In 1834, the US fixed the price of gold at US$20.67 per ounce. It remained at that level until 1933.
(Ansgar Belke : Monetary economics in globalised financial markets / A. Belke, T. Polleit. – Springer, 2009. – P.49).
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1. The central bank is the monopoly supplier of base money. At the same time, the central bank can, via imposing minimum reserve requirements, exert a (pre-dominant) influence on the demand for central bank money. That said, the central bank is in a (comfortable) position to manage the conditions in the market for central bank money (usually referred to as money market), that is determining the quantity of base money or the interest rate on base money balances.
2. Figure 1.25 shows a simple model of the inter-bank money market (for, say, 1-month money), where the interest rate is determined by the demand for and supply of base money. The demand is determined by minimum reserves, the cash drain and working balances. Supply is determined by the central bank’s regular operations and by autonomous factors (such as, for instance, deposits being shifted from central bank to commercial bank accounts and vice versa).
3. In their money market operations central banks aim to ensure an orderly functioning of the money market, helping credit institutions to meet their liquidity needs in a smooth manner. This is typically achieved by providing regular refinancing to banks and facilities that allow them to deal with end-of-day balances and to cushion transitory liquidity fluctuations. What is more, central banks tend to signal their monetary policy stance to the money market via changing the conditions under which the central bank is willing to enter into transactions with commercial banks.
(Ansgar Belke : Monetary economics in globalised financial markets / A. Belke, T. Polleit. – Springer, 2009. – P.325).
Define the statements which correspond to the contents of the text.