Rose Blanche in Translation

This comparative study focuses on three editions of Rose Blanche, Roberto Innocenti's picturebook portrayal of a young girl who discovers a Nazi concentration camp on the outskirts of her German city. The original text, written in French by Christophe Gallaz to accompany Innocenti's illustrations, was translated into English and published in the United States; this text is compared with the British text, rewritten by Ian McEwan, and the German text, translated by Abraham Teuter. An examination of differences in the three texts demonstrates some of the ways in which cultural, aesthetic, national, ideological, pedagogical, and economic issues influence the translation of a children's book.     

Anatomy — The patient's or the book's?

An attempt to replace a tradition of theoretical rote memorization by objective oriented learning is described. The experiment reported concerns teaching of basic medical sciences in the context of clinical application.Both students and teachers were enthusiastic about the approach employed. In practice both groups experienced difficulty in meeting some of the demands of an independent learning system. The problems encountered were concerned with the difficulty of breaking old learning habits and with the simultaneous existence of traditional and experimental teaching systems in the same curriculum. These problems are discussed. The argument against the traditional approach and in favour of that of the experiment, is presented.     

寻找刘易斯·卡罗尔:道奇森的多面人生

相信很多人都听说过《爱丽丝漫游奇境》这部小说,并被作者刘易斯·卡罗尔那些荒诞绝妙的想法折服。你知道吗,刘易斯·卡罗尔是作者发表小说时用的笔名,他的真名是查尔斯·路特维奇·道奇森。他是牛津大学的讲师、才华横溢的数学家,还是当时有名的摄影家,但他最大的名声来自两部小说——《爱丽丝漫游奇境》和《爱丽丝镜中奇遇记》。《爱丽丝》系列小说被多次改编成电影、音乐剧和动画片,可见其影响之大。在蒂姆·波顿版的《爱丽丝》上映之际,我们一起来寻找真正的刘易斯·卡罗尔。     

Effectiveness on Mental Health of Psychological Debriefing for Crisis Intervention in Schools

The purpose of this paper is to provide a summary of evidence for the effectiveness and safety of commonly used crisis interventions in schools, such as critical incident stress debriefing (CISD), critical incident stress management (CISM), and psychological debriefing (PD). Two researchers independently searched relevant databases for reviews and meta-analyses in English language peer-reviewed journals using identified keywords. The database search was supplemented by hand searches of the reference lists of database-identified reviews. Selected reviews were compared and analyzed for the effectiveness of CISD/CISM/PD interventions. Research findings suggest that these interventions are ineffective and may be harmful. Evidence of effectiveness of CISD/CISM/PD interventions in schools is very limited. Given evidence of ineffectiveness and potential harm of CISD/CISM/PD interventions in adults and limited evidence of these interventions in schools, there is no compelling reason to implement CISD/CISM/PD following crisis events in schools.     

Using Laptop Computers to Improve the Performance of Minority Students: A Pilot Project

A school system and a university joined forces to improve the science and mathematics environment for local minority students with a program that utilized computer technology. The initiative involved individual students from all of the high schools in the Winston–Salem/Forsyth County (North Carolina) School System. In this initiative, Wake Forest University operated a two-week Summer Science and Math Experience for minority students. During the two weeks, students worked intensively with computers and, at the end of the summer program, a laptop computer was loaned to each student for personal use during the of school year. Through interviews and questionnaires, students overwhelmingly endorsed their involvement in the computer-oriented project, both the summer and academic year phases. They especially liked having access to the Internet (provided by the project), being able to use e-mail and chat rooms, and utilizing the information retrieval potential. Parents and teachers surveyed also praised the project, feeling that their students learned more as a result of being involved in project activity.     

Understanding millennial learning in academic libraries: Learning styles,emerging technologies,and the efficacy of information literacy instruction

Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.     

Qualifications in professional development: a discussion with reference to conservators in the United Kingdom and Ireland

In the professions, qualifications are most widely associated with entry routes and qualifying to practise, although they are now playing an increasing role in the continuing development of experienced practitioners. The evolving profession of conservation (of historic and artistic works) provides a case study where many questions about training, qualifications and practising requirements are still open. Using this profession as a lens, questions can be posed about the kinds of entry routes and initial qualifications that are most relevant for would-be practitioners, what means are appropriate to approve practitioners as fully qualified, and how qualifications can play an effective role in continuing professional development.     

Outdoor learning: primary pupils' experiences and teachers' interaction in outdoor learning

This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations.