Let’s Stay Together

全球许多传媒实况报道了奥巴马第二任就职大典的过程,包括祷告会、宣誓就职、检阅仪仗队、午餐、就职庆祝游行、晚餐以及舞会。在整个就职大典中,舞会扮演了十分重要的角色。在今年的舞会上,奥巴马夫妇跳了第一支舞,由著名演员、歌唱家詹妮弗·哈德森(Jennifer Hudson)伴唱,歌曲是"让我们在一起"(Let’s Stay Together),这是一首七十年代的当红流行曲,被列入美国五百首最了不起歌曲排行榜的第六十名。春节、情人节,一中一西两个节日,总是让整个虽然还春寒料峭的2月天都洋溢着温暖甜蜜的气氛,这首歌很是应景呢。     

Stereotype threat in manual labor settings for African American and Caucasian participants

Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.     

Creating a flexible fund structure to meet the needs and goals of the library and its users

This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use.     

Reviews

Moyle, Donald (compiler) (1979) Teaching Reading. Peddie, W. S. & White, G. R. (1978). Testing in Practice–a guide to the preparation and marking of tests, formal examinations and informal assessments. Drummond, Don and Wignell, Edna (Editors), 1979. Reading: A Source Book. Roswell, Florence G. and Chall Jeanne S., (1979). Roswell Chall Diagnostic Reading Test of Word Analysis Skills.     

Polices of promise and practices of limit: Singapore’s literacy education policy landscape and its impact on one school programme

This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education (MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’.