Too Many Chosts

it was a dark night. Shaggy and his dog Scooby hid （躲藏）behind a tree. ＂Look! There are two ghosts （鬼） and three witches （女巫） !＂ said Shaggy.     

马尔克斯——为拉丁美洲发声

正【阅读难度:】耽字迷文,阅读是一种受益终生的习惯。拉丁美洲作家马尔克斯于2014年4月17日辞世,享年87岁。他是拉丁美洲魔幻现实主义文学的代表人物,20世纪最有影响力的作家之一,1982年诺贝尔文学奖得主。他将现实主义与幻想结合起来,创造了一部风云变幻的哥伦比亚和整个南美大陆的神话般的历史。     

Faculty Employment Trends in Criminology and Criminal Justice

The academic job search process is perhaps one of the most important and stressful events for scholars hoping to gain full‐time employment in academia. The stress that this process induces is due, at least in part, to the fact that candidates are forced to make important, life‐changing decisions with very little information. The goal of the present study is to provide an update on faculty employment trends in criminology and criminal justice by examining faculty position announcements posted in The Chronicle of Higher Education (CHE) from August 2004 to July 2009. Findings reveal that candidates seeking assistant professor positions will have the most choice, as positions posted at this rank make up the largest category of advertisements. Furthermore, when a specialization was included in the announcement, most departments sought those with a law enforcement focus, followed by generalists.     

Review of The 2009 UNESCO framework for cultural statistics

The main goal of the 2009 UNESCO Framework for Cultural Statistics is to facilitate comparisons through a common understanding of culture and the use of standardized definitions and classifications. This review contains an in-depth analysis of the 2009 Framework's contribution to the existing literature on measuring the economic impact of culture, and it concludes by suggesting future avenues of research. By achieving international consensus on the concept of culture and its measurement, we will be able to progress in our studies of the competitive advantages that allow cultural firms to generate wealth nowadays.     

Using Dialogic Writing Assessment to Support the Development of Historical Literacy

Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing.     

Discrete-time synchronization strategy for input time-delay mobile robots

This paper considers a synchronization strategy for a group of differentially driven mobile robots subject to input time-delayed control signals. The continuous time model of the vehicles is exactly discretized in order to obtain a larger dimension representation free of delays. The control strategy is based on the concept of synchronization, under two main assumptions: a specific formation for the group of robots and the tracking of a particular desired trajectory. The control strategy proposed in this work allows the consideration of causal feedback laws avoiding the use of an additional prediction strategy that counteracts the undesired input time-delay effects. The performance of the synchronization strategy is evaluated by real-time experiments with the help of a group of three mobile robots and an indoor absolute localization system based on artificial vision.     

A basic model of integration of ICT by teachers: competence and use

The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT.     

论教育学的生命立场

教育学的学科立场就是教育学看待问题的方式,这种方式最终取决于“教育”的方式。教育是关怀生命、促进生命发展的活动,具有生命性,而且教育现象、教育活动也因为生命的“在场”而具有意义。这决定了教育学必须具有生命的立场。教育学的生命立场意味着教育学是“成全生命”的人文之学。     

Psychological adjustment in bullies and victims of school violence

The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.     

Protective environments and quality education in humanitarian contexts

This paper reflects the experience of the authors working in the field of humanitarian education during the last two decades. Important changes have been witnessed since the Central American crises of the seventies, the refugee focus of the eighties and the new UN vision of the complex emergency crisis of the nineties resulting from the post Cold War scenarios of humanitarian calamity.