墨尔本中国城的几名女子

人们常把联邦时期墨尔本的华人社区想象成一个男人社区———男矿工、男菜农、男家具工人,大概还有草药师、水果商、蔬菜商、茶叶商和一大堆中国店铺老板等———全都是男的。总的印象就是一个男人主导的社区,男人在澳大利亚谋生,他们的女人则留在中国照料家庭。这一印象并非没有道理。维多利亚的人口普查数据表明,1857年,住在维多利亚的中国女人只有三个,而中国男人却超过25,000人。①到1901年,妇女仍只占澳大利亚华人总数的1.6%,到1921年也仅上升到6.7%。②如果把有部分中国血统的人口也计算在内,1901年,妇女在所有有中国血统的人口中也仅…     

Book Reviews

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294     

“Et sachiez qu’il se repenti fort quant yl y envoia” (Jean de Joinville,Vie de saint Louis). Par-delà la désillusion mongole. Mœurs et légendes “tartares” au temps du roi Saint Louis

The passage that John of Joinville, faithful companion of Louis IX, devotes to the Mongols in his chronicle of the Seventh Crusade, known as “La Vie de Saint Louis”, cross-conceives two structures under the sign of hope: historical facts and legends on the one hand, and Christian sensibilities on the other, giving way to a set of “ethnological” observations about what are presented as “barbarian” customs. The text gives a faithful reflection on sentiments which agitated the Crusaders and their King: hope and disillusion. But Joinville's testimony goes far beyond that: it is first and foremost a testimony of love upon which history could be re-written.     

Search tactics used in solving everyday how-to technical tasks: Repertoire,selection and tenacity

With greater access to computational resources, people use search to address many everyday challenges in their lives, including solving technology problems. Although there are now many useful ‘how-to’ resources online (especially videos on YouTube), it can still be difficult to identify, understand, and resolve certain kinds of technical problem. While research tasks have been studied for many years and we know the tactics people use, we know far less about searchers’ tactics for how-to technical tasks that involve actually being able to apply found information to resolve a problem. Crucial to our study was developing and studying a highly realistic, how-to technical task, for which there was no single guidance resource: making a phone safe for a child. After providing 39 participants with an actual phone to fix, and a search engine to perform the task, we analysed their search tactics using retrospective cued think aloud interviews. Our primary contribution is a set of 77 tactics used, in three categories, along with detail of how common they were. We conclude that people had a lot of tactics in their repertoire. Although it was not hard for participants to find relevant information, what was hard was for participants to find information they could use; indeed only 23% of participants successfully completed the entire task. Domain knowledge affected the choice of tactics used (although not necessarily towards better task success). We discuss these influences and make design recommendations for how future search systems can support those in resolving how-to technical tasks.     

Training reading and phoneme awareness skills in children with Down syndrome

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.     

The Relation Between Preschoolers’ Vocabulary Development and Their Ability to Predict and Recognize Words

By age 2, children are developing foundational language processing skills, such as quickly recognizing words and predicting words before they occur. How do these skills relate to children’s structural knowledge of vocabulary? Multiple aspects of language processing were simultaneously measured in a sample of 2-to-5-year-olds (N = 215): While older children were more fluent at recognizing words, at predicting words in a graded fashion, and at revising incorrect predictions, only revision was associated with concurrent vocabulary knowledge once age was accounted for. However, an exploratory longitudinal follow-up (N = 55) then found that word recognition and prediction skills were associated with rate of subsequent vocabulary development, but revision skills were not. We argue that prediction skills may facilitate language learning through enhancing processing speed.     

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.     

Out of Sight, (Not Yet) Out of Mind: The Impact of Tie Strength on Direct Interaction and Social Surveillance Among Geographically Close and Long-Distance Facebook Friends

Social networking sites are considered a valuable resource to maintain existing friendships even over considerable distances. The present study emphasizes tie strength as a crucial determinant for the use of interactive and passive features among 302 active Facebook users and friends of different relational closeness (close friends vs. casual friends vs. acquaintances) as well as a moderator for the impact of physical distance. As expected, tie strength affected direct interaction linearly, whereas social surveillance followed a quadratic trend. Furthermore, moderation analyses revealed less frequent direct interaction between close friends and stronger surveillance of casual friends’ profiles as physical distance increases. These results indicate different functions in relationship maintenance for both behaviors as direct interaction aims at nurturing current relationships, while surveillance serves as a catalyst for promising future communications. As a consequence, physical distance influences direct interaction adversely due to emerging constraints but also contains informational value encouraging information-seeking behaviors.     

Capacité cognitive,sentiment d’auto-efficacité et autorégulation

Feelings of self-efficacy have been the object of several studies that have confirmed its ability to predict performance in different contexts. Yet few studies have been conducted using cognitive or academic tasks in which it is more difficult to clearly distinguish self-efficacy from competence. The present study aims to study the moderating role of cognitive capacity in determining the relationship between self-efficacy and on-line self-regulation observed while solving a verbal concept formation task. In order to distinguish self-efficacy from competence, 44 subjects were selected based on the results of their SSPI; these results of which are related to comprehension ability. Analyses of results allow us to observe that, when compared to subjects who consider themselves less efficacious, subjects who have strong feelings of self-efficacy have a higher success rate, are more certain of these successes and reject fewer correct hypotheses, no matter what their cognitive ability. These results once again bring to light the relative independance of cognitive ability and motivational determinants of a person’s actual accomplishments.