Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors

This study evaluated the impact of two metalinguistic factors, English derivational awareness and English?CSpanish cognate awareness, and the impact of two sociocultural factors, maternal education and children??s length of residence in Canada, on English Language Learners (ELLs)?? vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study?yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs?? vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children??s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed.     

研究图书馆推进开放获取的战略与实践——以国家科学图书馆为例

从国家科学图书馆(简称"国科图")作为中国科学院Chief OA Officer和科技信息开放获取的关键推动者的角度,运用多维结构法提出了国科图开放获取战略框架,介绍国科图开放获取实践,包括协助中国科学院建立开放获取战略、组织开放获取研究和知识传播、建设中国科学院机构知识库网络、支持中国科学院作者发表开放论文等。     

A case study of an affective education course in Taiwan

The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and Gratitude, Empathy, Emotions, Optimism, and Hope. Storytelling and interdisciplinary instruction were utilized as two primary teaching strategies. Constructivist grounded theory case study was used as a qualitative methodological approach and four data sources including participant observations, field notes, artifacts, and self-assessment were collected. A framework for affective education implementation that emerged from the data consisted of three levels: the classroom in/out level, the school/family level, and the society/culture level. Findings on the components of a framework for affective education implementation are presented and discussed.     

Final year engineering projects in Australia and Europe

The paper starts by emphasising that final year engineering projects are regarded important in the training and education of professional engineers in Australia and Europe. The sources of projects available to students were also mentioned. Some Australian universities insist on individual projects but some not, each with their own reasons. However, it can be argued that all European universities run individual projects. In most cases, whether it is in Australia or Europe, the total load for final year engineering projects is about 6.25% of the load of engineering programmes. Assessment methods were also described. They were all different whether in Australia or Europe but not very significant. It was discovered that literature reviews, oral presentations and written reports or dissertations were important elements in the assessment schemes. Many university staff, in both continents, encouraged students to publish their work in international conferences and journals if the originality of the projects was high. It can be argued that the individual project is most effective in learning outcome; however, the cost involved is also very high and its sustainability in smaller universities in Australia is in doubt.     

Field Goal Percentage

艾弗森说：“我是费城的得分王，45．1％的命中率是球队胜利的保障”科比笑了：“我是联盟的得分王，可以一场比赛出手46次命中28球、”安东尼笑了：“命中率很高嘛，不过有没有试过只出手16次就得到37分呢？”奥尼尔笑了：“你们别傻了，NBA的命中率纪录保持者是我!”[编者按]     

Education for liberal democracy: Fred Clarke and the 1944 Education Act

Fred Clarke (1880–1952), an English educationist, emerged as a leading figure with his liberal approach alongside such key figures as R. H. Tawney and Cyril Norwood in the reform leading to the 1944 Education Act. Many of his reform proposals, which were provided by the new Act, reflected his ideals of liberal democracy. Nevertheless, his contribution to the process of the legislation has not been examined thoroughly. Therefore, this paper explores his positions on educational issues in various debates and his approaches towards the reform. It also evaluates the extent to which the 1944 Education Act was in line with Clarke’s ideals and proposals so that a comprehensive assessment of Clarke’s contribution to the legislation can be made.     

一种用于网站用户行为分析数据的可扩展协同聚类算法

网站通常从用户中分析挖掘出其中隐含的规律,为其创造更多的价值.随着互联网的普及,互联网的用户成指数级增长给互联网传统的分析算法带来了极大地挑战.本文针对网站中存在的海量用户数据,设计了基于MapReduce分布式编程框架的协同聚类算法.该算法是分布式并行地统计聚类信息,更加高效地分析处理用户数据,完成网站中的用户行为分析工作.实验表明,本文提出的算法不仅具有很高的加速比,而且具有很好的可扩展性.     

在Web2.0数字化服务环境中创建与使用型人——访谈调查的实证研究

作为分析在Web2.0脉络下信息搜寻行为的新取向,在已调查497位中国科学院研究生的Web2.0经验基础上,对36位同学进行跟踪访谈后,创建与使用型人,以讨论如何在Web2.0时代提升数字化服务。研究区分了四类具有行为、特征、情绪反应与服务需求的型人。     

创建与使用型人——对非正式信息交流行为的实证研究与服务建议

在全面了解用户非正式信息行为的基础上,以中国科学院国家科学图书馆所服务的研究生为调查对象,采用问卷调查和访谈调查的方法,定量研究与定性研究相结合,引入"型人"的概念,建立四类虚构人物,并且针对六种新型服务提出二十四项建议.研究表明,创建与使用具有行为特征的型人,对于图书馆服务和数字图书馆系统设计具有重要意义.