汶川重建中的国际合作

2008年5月12日发生在中国的汶川毁灭性地震,造成整个四川省超过6万人遇难,500万人无家可归,而灾后的重建工作将需要很长时间。虽然当前救援组织和当地政府已经紧急修建了临时住房并提供饮用水,但同样重要的是我们应该开始考虑在救援人员离开后,国际社会应该如何有效在而合适地发挥长久的作用。     

Library Space Redesign and Student Computing

Academic libraries are spending considerable time and study on redesigning spaces. The use of technology is often an important part of these redesigned spaces. The space redesign goals at F.D. Bluford Library focus on creating open, activity-promoting, colorful spaces that are designed to be attractive to students. The goals also focus on implementing hybrid spaces that allow students to work alone or in groups, with support for mobile technologies like laptops or tablets. The space redesign goals focus on upgrading the quality of desktops available but reducing the number of desktops. This study examines the question “Does our library renovation significantly change computer use in the redesigned area?” Key findings include that, in defiance of expectations, there is no significant decrease in desktop usage despite the decreased number of computers. However, findings show there is a significant difference in tablet use, despite tablet-friendly spaces and charging options. Surprisingly, our students use fewer tablets. Laptop usage shows no significant difference. In summary, our research shows desktop computing—especially high-quality desktop computing—appears to still have a role in academic libraries even in the mobile technology age.     

死于17岁

1痛苦撕扯着我的意识。我只是一个统计数字。我第一次来这儿,感到很孤独。我被悲伤压垮了,我期待着获得同情。2我无法寻求同情。我只发现了数以千计的人,也像我的躯体一样严重面目全非了。我被编了号,安置在一类中。这一类被称为“交通事故死亡”。3我死去的那天是一个平常上学的日子。我多么希望乘坐的是公共汽车啊!可是我觉得乘公共汽车太凉了。我记得怎样用花言巧语从母亲那里哄到了汽车。“特别恩惠,”我恳求着。“所有的年轻人都开车。”下午2:50铃声一响,我把书扔进书柜里。明天早晨以前是自由的了!我匆忙地跑向停车场,兴奋于驾驶着汽…     

Influences on Student Cognitions About Evaluation

Interviews on two occasions with 71 Grade 2, 4 and 6 students in a multi-ethnic setting in Toronto, Canada, found that student cognitions about evaluation mediated the relationship between evaluation and achievement. Parents, peers and student characteristics influenced student cognitions about evaluation. Parents identified the evaluation dimensions their children should attend to, raised student aspirations, stated how well student work attained standards and recommended actions children should take in response to the evaluation. Peer interpretations influenced whether a given performance was viewed as superior or inferior. Older student peers focused attention, to a greater extent than parents, on specific aspects of student performance that could be ameliorated through self-remediation. Children became more sophisticated evaluation consumers as they grew older. Females processed evaluation data more productively than males. There were few cultural differences in response to evaluation. Students responded to traditional and alternate evaluation in very similar ways.