SMARTMAP：操作系统的处理器间及处理器核间高交数据共事支持

这篇论文介绍了SMARTMAP,一种实现了虚拟内存固定偏移编址的操作系统技术。SMARMAP可以让应用程序在多核处理器上直接访问对方的内存,而不需要额外的内核开销。当这种方法应用到MPI上的时候,SMARTMAP消除了所有由UNIX共享内存策略造成的内存到内存的拷贝。此外SMARTMAP可以方便地支持UNIX共享内存所不支持的操作,比如直接原地的MPI减操作,以及单边的取值赋值操作。     

The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects

Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective events associated with the NAPLAN test day itself. These events erupted in two qualitative studies of students’ schooling experiences: a study of students’ experiences of NAPLAN and a study of students’ experiences of student voice at school. We ask, after Deleuze and Guattari, What can a NAPLAN test do? Exploring the entangled corporeal (physical and embodied) and incorporeal (psychic and subjectivating) wounds effected in and through these events, we analyse the dynamic constitution and re-constitutions of ‘at risk’ categorisations. While the NAPLAN test is not claimed to cause physical and psychical injury, we argue that standardised test conditions, in these singular events, are inextricably entwined with the formation of particular students’ schooled subjectivities.     

The Images for Teaching Education Project: developing multimedia resources within an integrative educational framework

The University of Exeter heads a consortium which has developed multimedia resources primarily for initial teacher education. Amongst a range of resources produced are Critical Encounters in Secondary Education , which deals with critical incidents in the classroom and how to deal with them, Multimedia in the Learning Environment , which deals with both the nature of multimedia and how it may be used in support of a range of approaches to teaching and learning and English Chalklands which deals with interpretational and judgemental responses to landscape. The resources are described and discussed in the context of the educational framework which has been developed to guide their use.     

Current Tobacco-Smoking and Neural Responses to Infant Cues in Mothers

Objective. Smoking has a detrimental impact on maternal physical health and exposes children to secondhand smoke, but the extent to which it affects maternal brain and behavior is not well-known and may have implications for parent and child development. We examined how current smoking status might relate to maternal neural responses to infant cues using event-related potentials. Design. Current smoking (n = 35) and non-smoking (n = 35) mothers viewed photographs of emotional infant faces while electroencephalography was simultaneously recorded. Results. The latency of the face-specific N170 event-related potential component was delayed in smoking mothers compared to non-smoking mothers, and the P300 was differentiated by smoking status. Conclusions. Postpartum smoking is associated with event-related potential measures that may reflect modulation of infant face perception in motherhood.     

Giving Girls a Chance: patterns of talk in co‐operative group work

Whilst there has been much research into differences between boys’ and girls’ involvement in talk in whole class situations, there have been fewer studies analysing the nature of this talk in group work. This study uses episodes of mathematics/technology and language group work to investigate the differences between boys’ and girls’ involvement in talk and the nature of that talk. Findings show that boys and girls contribute differently depending on the curriculum area engaged in, and a clear pattern emerges of how talk is affected by the particular gender balance of the group. Furthermore, the quality of the talk is influenced by the gender balance. In particular the abstract level of talk achieved by girls is depressed when the group composition has more boys than girls.     

Encountering education in the rural: migrant women’s perspectives

ABSTRACT

This paper explores migrant women’s encounters with formal and informal education in what can be termed new immigration rural destinations. We ask to what extent educational opportunities are realized in these new destinations. We show that education aspirations may be jeopardized because of the desire to achieve economic goals and thus require remedial action. Specifically, we refer to qualitative data collected in rural (and remote) Boddington in Western Australia, and rural Armagh in Northern Ireland. The paper engages with two interrelated dimensions of this migrant/migration experience. English is not a first language for our participants and we first examine the provision and consumption of informal English Language classes. In doing so, we demonstrate the complex social and cultural dimensions of community-based English language instruction. Second, we attend to migrant mothers’ perceptions of and responses to children’s formal education. We highlight transnational senses of, and tensions around, ‘local/rural’ pedagogies and resultant migrant strategies.