解决分布式需求的内在冲突

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。     

Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.     

音乐改善鸡情绪

Clues to how some music can send chills down yourspine are being sought in the moods of chickens. Austrian and U.S.researchers have found that inyoung domestic chicks,the effects of music can be seenin behavioral changes.The experiment reveals:not so muchchicks’musical appreciadon,but hints(暗示,提示)at how the“language of emotions”might have evolved hand-in-handwith emotions.     

Origins of individual differences in theory of mind: from nature to nurture?

In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences.     

The ADHD spectrum and everyday life: experience sampling of adolescent moods, activities, smoking, and drinking

Using an experience sampling methodology, the everyday lives of 153 adolescents with low, middle, or high levels of attention-deficit/hyperactivity disorder (ADHD) characteristics as assessed by either parent or teen were examined. Twice each hour, across two 4-day recording intervals, participants in a longitudinal study of stress and health risks logged their behaviors, moods, and social contexts. Those with high, in contrast to low, ADHD symptom levels recorded more negative and fewer positive moods, lower alertness, more entertaining activities relative to achievement-oriented pursuits, more time with friends and less time with family, and more tobacco and alcohol use. Fewer associations emerged with parent-defined than with teen-defined subgroups, although the differences in alertness, peer and family contexts, entertainment versus achievement activities, and substance use were consistent across sources. Even at subclinical levels, ADHD characteristics were associated with behavioral patterns and contexts that may promote peer deviancy training, unhealthy lifestyle behaviors, and vulnerability to nicotine dependence.     

Multiple mentor model: A conceptual framework

Conclusion This article focused on developing a conceptual framework for the mentoring process. The model is based on the premise that mentoring is not a single event in the life of a worker but rather several events with different levels of mentoring. Each level of mentoring requires a different type of mentor with different types of skills and knowledge, similar to Len Nadler's HRD training model. Therefore, people may need special training to assume the different mentor levels (i.e., Training, Education, and Development Mentors), and workers may need to be trained to recognize that such experiences and people exist to help in their career progression. Counselors can be in the forefront as far as accepting and advocating the use of the Multiple Mentor Model for this training     

Research Agendas and Computer Technology Visions: The Need for Closely Watched Classrooms

There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers     

Functional school refusal subtypes: Anxiety,avoidance, and malingering

Chronic school refusal has traditionally been classified under broad categories such as school phobia and truancy. However, the need for improved recognition and treatment of school refusal has heightened efforts to identify subtypes of school refusal behavior. Recent efforts have focused on functional subtypes of school refusal. This article purposes to extend recent efforts by showing that the three basic subtypes of anxiety, avoidance, and malingering are not only functional, but consistent with refusal characteristics, empirical evidence from factor analysis and clinical diagnosis over the past decade, and treatment approaches. Such extension is intended to aid practitioners in further understanding and using functional subtypes. © 2000 John Wiley & Sons, Inc.