2002年初公布的关于玻尔与海森伯会面的文件

1941年秋天,海森伯与玻尔在哥本哈根会面。由于当事双方都没有留下记录,其缘由、经过、效果,以及对各自心理与身后声名造成的影响,一直以来都是局限于科学史界内讨论的一桩公案。1998年,英国剧作家迈克尔·弗雷恩(Michael Frayn)的《哥本哈根》问世,引发了公众对这个悬案的普遍关注。为了防止公众的误解,2002年2月6日,玻尔家族决定将存放在尼耳斯·玻尔档案馆中的所有11个有关文件提前解密,而不是像先前那样只对极少数研究者开放。从这批文献公布后学术界的不同反应来看,"哥本哈根迷雾"仍然存在。2007年8月,我国研究玻尔的专家戈革教授在生病住院前将所有这些信件译出。考虑到它们在科学史上的重要性,也为了纪念去年底刚去世的戈革教授,我们这里全文刊发他的译文,包括他所翻译的玻尔文献馆馆长芬·奥瑟若德(Finn Aaserud)所写的一个说明。由于原始文献多为并未实际发出去的打印稿或笔录稿,文中个别语句不够连贯,有的文件内容重复,由此也可以体会玻尔在书写或口授这些文件时异常复杂的心情。为了向中文读者提供一个有关这批文献的完整面貌,我们对以上问题未作更多的技术处理。感谢戈革教授的女儿戈疆与北京大学秦克诚先生向我们提供戈革教授的遗稿,秦先生改正了遗稿中的少数笔误。     

The Lake Wobegon Effect: A Skeleton in the Testing Closet?

In this article, officials of the U.S. Department of Education explain what they think of the "Lake Wobegon" phenomenon brought to widespread attention by Dr. Cannell– and what the Department is doing about it.     

Anatomical Sciences Education Vol. 5, Issue 1, 2012 Cover Image

Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography . In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart.     

Trainee teachers with dyslexia: personal narratives of resilience

This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.     

Rethinking the Globalization Movement: Toward a Cultural Theory of Contemporary Democracy and Communication

How can we understand and evaluate the relationship between democracy and recent global protests in response to economic globalization? Criticisms of this type of activism understand democratic communication to be primarily a public process. I argue that instead, we need to develop a more fully cultural understanding of democracy and communication, one which would take into account important characteristics of contemporary democratic practice and experience. That is, as a resonant but unstable compound of meanings, democracy is integrated into individual subjectivities and collective identities through a whole variety of lived experiences, particularly in relation to mediated and symbolic practice.     

Context Effects on Children's Use of Language

The sweeping changes in Swedish society in the 1990s, with extensive decentralisation, privatisation and cutbacks in the public sector, implied quite new conditions for the realisation of the aim of pre-school and school as a meeting place for children from different backgrounds. This article discusses some of these changes and their implications, through a study of parent's choice of pre-school care facility in the city of Uppsala. The main data source is a survey study among 1584 mothers of children born in 1995. The results show that parents' use of the right to choose pre-school facility is economically, socially and culturally segregated; the patterns of choice are construed in relation to residential areas but are not a simple effect of housing segregation. The choice of pre-school facility in Uppsala is thus a practice that creates specific conditions--socially and culturally homogenous private pre-school facilities--that make it virtually impossible for them to achieve the goal of being meeting places.     

Low expectations equal no expectations: Aspirations,motivation, and achievement in secondary school

Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes.