远方的城市:关于都市美学的思考

城市是一个在它成为任何别的东西以前的体验环境.无论城市体验可能是什么,它都可能是组成城市的多维度中最重要并最有力的一个维度.应把都市体验当作可供分享的环境,一个凝结在一起的却复杂的自然环境、社会环境和文化环境的一部分来探究,从外部、从远处这样一个不同的视角来探究.在城市体验的基础上建构起城市美学的内涵,进而通过分析城市的变迁,探寻理想的都市体验样态,以及都市美学在这种都市体验中的意义.     

Self-concept and ego development in deaf adolescents: a comparative study

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.     

Enhancing college students’ environmental sensibilities through online nature journaling

The increasing alienation of today’s children from the environment has been termed ‘nature-deficit disorder’. Research suggests this disconnect can adversely impact young people’s physical and psychological well-being. This paper explores whether online multimedia journaling about nature can increase the amount of time students spend outdoors, enhancing their environmental awareness and changing their nature-related perceptions. Students in a 60-person introductory environmental studies course at a large midwestern public university in the United States completed weekly online multimedia nature journals for one semester. A survey assessed their experiences. The median survey respondent spent an additional 11–20 minutes outdoors weekly. Seventy-four percent of respondents said that the project increased their awareness of nature, 68% said it changed the way they thought about nature, and 56% said it increased their interest in spending time outdoors. Though these findings are promising, there are some theoretical reasons for questioning their depth and duration.     

A Unified Theory of Development: A Dialectic Integration of Nature and Nurture

The understanding of nature and nurture within developmental science has evolved with alternating ascendance of one or the other as primary explanations for individual differences in life course trajectories of success or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is suggested to interpret the evolution of developmental science in similar terms to those necessary to explain the development of individual children. A unified theory of development is proposed to integrate personal change, context, regulation, and representational models of development.     

The effect of distributed questioning with varied examples on exam performance on inference questions

The purpose of this study was to investigate whether the distributed presentation of different versions of a question would produce better performance on a new version of the question than distributed presentation of the same version of the question. A total of 48 four question sets of five alternative multiple‐choice questions were presented during a college lecture course. The answers to all the four questions in each set required an inference from the same fact statement. One question in each set appeared on both a block exam and the final. Each of the other three questions was presented either on an online quiz before class, during class or on an online quiz a week after class. Answering different versions of a question before class, during class and after class resulted in better performance on a fourth version of the question on the exam and final than answering the same question before class, during class and after class. On the final exam, 44 questions were answered twice, first under a time constraint of 90 seconds and then when response time was unlimited. The two responses were virtually identical.     

Mapping the typology of transition systems in a liberal market economy: the case of Canada

This research explores links between tertiary education institutions and between tertiary education and the labour market as determinants of provincial and national transition patterns in Canada. The study consists of a provincial analysis that maps the typology of transition systems across Canada’s devolved federated tertiary education structure. The results show that, nationally: the links between education and work are relatively loose aside from regulated occupations; there is an emphasis on general education; and qualifications are used as a screen for entry to the labour market. However, while Canada can be broadly understood as a liberal market economy, there is provincial diversity within the nation; and there are varying logics for the development of skill, deployment of labour, and relations between institutions. The institutional and policy frameworks, structure of jobs, and formation of skill in Canada’s largest provinces of British Columbia, Alberta, Ontario and Quebec reveal diverse characteristics of transition systems. However, despite internal differentiation in the value of vocational education, variations at the provincial level have not been enough to shift the federal pattern as a whole. Instead, in Canada vocational education is generally stigmatised and viewed as signalling low ability and motivation.     

The rôle of performance indicators in higher education

This paper arises from the experiences in five countries (Denmark, the Netherlands, Norway, Sweden and the United Kingdom) in developing and using performance indicators in government-institutional relationships. The rôle of performance indicators in higher education depends on the political culture, the educational funding system and the quality assessment procedures that determine the optimal allocation of resources in a particular country. The political culture of education can be geared, on the one hand, to equivalence in the provision of educational opportunities and, on the other, to variety in the educational system. The funding system can be incremental or differential. Quality assessment can aim at quality across the system or at comparative quality judgements. Ten lessons for government and intermediate funding agencies are drawn, which are believed to facilitate the debate on the development and the use of indicators in government-institutional relations.The authors wish to thank Marianne Bauer, Toril Johansson and Hugo von Linstow for their contributions from Sweden, Norway and Denmark.     

Emergence of choice strategies in the rat: Shift-stay differentiation precedes win-lose differentiation

The choice strategies of rat pups between 12 and 21 days of age were studied in a two-choice discrimination procedure that used access to a nonlactating anesthetized dam as a reward. After receiving a reward (win) or not receiving a reward (lose), a pup repeated a previous choice (stay) or made an alternative response (shift). At 12 and 15 days of age, pups demonstrated neither a stay nor a shift response strategy; at 18 and 21 days of age, pups had a robust tendency to shift. Winning or losing did not alter behavior until 21 days of age, at which point winning produced a greater tendency to return to the initially visited location for rats in the stay condition.