教育领域不同文化间的对话:比较教育的角色

本文倡导通过不同文化间的对话来促进国际领域教育家、实践者和哲学家们在一起分享彼此的知识、智慧,维护世界和平,促进相互理解.本文概述作者从事不同文化间对话的一些经验,然后探讨比较教育学术界对理解全球化时代文化传统和教育的影响,指出教育交流有赖于技术和市场经济的推动,也需要本土的、边缘文化群体以及贫困国家的参与,这些群体或因国家资源贫乏而无法跟上全球化的发展进程.世界比较教育学会联合会应该在保持文化的完整性,减少不同文化间冲突中发挥重要作用.     

Information Structures and Undergraduate Students

This study explores how undergraduates seek information across various information structures. Taking part in an interview, fifteen students of diverse backgrounds described their information seeking. The findings pointed to several issues relating to the underlying structures of information resources. Suggestions are made for structural improvements to facilitate undergraduates’ information seeking.     

Parenting by lying

The present set of studies identifies the phenomenon of `parenting by lying', in which parents lie to their children as a means of influencing their emotional states and behaviour. In Study 1, undergraduates (n = 127) reported that their parents had lied to them while maintaining a concurrent emphasis on the importance of honesty. In Study 2 (n = 127), parents reported lying to their children and considered doing so to be acceptable under some circumstances, even though they also reported teaching their children that lying is unacceptable. As compared to European American parents, Asian American parents tended to hold a more favourable view of lying to children for the purpose of promoting behavioural compliance.     

Entrepreneurial Community College Presidents: An exploratory qualitative and quantitative study

Tertiary Education and Management - This study examined the entrepreneurial, nontraditional fundraising behaviors and activities of 23 community college presidents using interview and survey data....     

Dilated canine hearts: A specimen for teaching cardiac anatomy

Dilated canine hearts were used to teach undergraduate students internal and external cardiac anatomy. The specimens were dilated using hydrostatic pressure and then fixed using 5% formalin. These specimens provided the students with an alternative to prepackaged embalmed hearts and anatomical models for studying the external and internal cardiac anatomy. In addition, the dilated hearts are more similar to the organ they encounter within the thoracic cavity of their dissected animal. This gives the students a better chance of developing a three‐dimensional understanding of the heart. Anat Sci Ed 1:207–211, 2008. © 2008 American Association of Anatomists.     

Who are Most,Average, or High‐Functioning Adults?

The growing number of high‐functioning adults seeking accommodations from testing agencies and postsecondary institutions presents an urgent need to ensure reliable and valid diagnostic decision making. The potential for this population to make significant contributions to society will be greater if we provide the learning and testing accommodations to allow them access to knowledge, as well as the means to demonstrate their extraordinary abilities. The criteria and decision making used to identify high‐functioning adults with learning disabilities (LD) must be robust yet flexible enough to account for individual differences, measurement fallibility, and examiner expertise. The purpose of this article is to explore legal, measurement, and clinical issues surrounding the provision of accommodations to high‐functioning individuals with LD.     

应用分数微积分求线性三阶常微分方程(包含均匀及非均匀)的特解(英文)

依分数微积分定义及Ｌｅｍｍａ 去解线性三阶常微分方程的特解,若用传统方法（ 级数解） 不但繁杂,有时无法求解,因此用分数微积分法求解非常简单快速．     

Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning

Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings.