赚钱新方式

读了有关股票、金融和因特网的商业杂志，你将会有两个很深的感触。其一就是每日交易非常之危险，因特网把投资经营变成了一个大输大赢的赌场。其二，每个人都是靠因特网的泡沫股票发家致富，所以泡沫很快就会破灭(但也可能不会)。然而，存在一个更加微妙、也更加有趣的问题：因特网是民主化金融吗?     

美国的少数民族及其学士学位获得率

美国青年的学士学位获得率从1900年的2％，上升到1950年的19％(当时，许许多多的退伍军人借助于G．I．法案涌进了大学校园)，后又上升到1999年的32％。第二次世界大战之后，伴随着高等教育的发展，美国的高校日益强调择优录取新生，而不是按学费支付能力来录取新生。当时，优点主要以中学的评分以及包括学习     

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.     

Developmental experiences of child sexual abusers and rapists

OBJECTIVE: The aim of this study is to identify the distinct developmental experiences associated with child sexual abuse and rape. METHOD: For 269 sexual offenders (137 rapists and 132 child sexual abusers), developmental experiences were recorded from a behavioral checklist, a parental-bonding survey, and a sexual history questionnaire. Offender classification was obtained from official records and verified through polygraph examinations. RESULTS: Compared to rapists, child sexual abusers reported more frequent experiences of child sexual abuse (73%), early exposure to pornography (65% before age 10), an earlier onset of masturbation (60% before age 11), and sexual activities with animals (38%). In contrast to child sexual abusers, rapists reported more frequent experiences of physical abuse (68%), parental violence (78%), emotional abuse (70%), and cruelty to animals (68%). Both child sexual abusers and rapists (>93%) reported frequent exposure to violent media during their childhood. Most offenders (94%) described having insecure parental attachment bonds; 76% of rapists reported avoidant parental attachments and 62% of child sexual abusers reported anxious parental attachments. CONCLUSIONS: Findings from this study support the role of specific developmental experiences as etiological factors in differential sexual offending. Child sexual abusers' developmental histories were characterized by heightened sexuality; whereas rapists' childhood histories were more indicative of violence. These findings have implications for the treatment of sexual abusers and the prevention of sexual abuse. PRACTICE IMPLICATIONS: This study's findings suggest that sexual offenders have been socialized to satisfy human needs of intimacy and sexuality through maladaptive means, which implies that a risk management approach may not be sufficient treatment. Although risk models teach offenders skills to avoid high-risk situations, they fail to address the maladaptive strategies that they may have developed for satisfying needs. Instead, the focus of treatment should be to equip offenders with the knowledge, skills, and opportunities to achieve these needs in an acceptable manner. Thus, this model will provide these individuals with the opportunity to live a healthy life without sexual offending.     

Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course

Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitaitve analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.     

物理科学：宇宙新闻

超新星1987A、银河系中心、暗物质透镜等等。1989年1月，John Horgan出席了在波士顿举行的美国天文学会会议。下面是他对该会议上讨论的四个专题所作的报导：     

探测地外引力

每个星期天的早上，我都要沿着世界上最灵敏的重力计走上长两公里的一段路。太阳和月球作用于我的身体的引力仅相当于地球引力的百万分之几，然而这样微小的力作用于太平洋上却能推动海平面升高，掀起阵阵波涛拍打我散步时走过的路径。但是在实验室内分离出这些微弱的力即使对专业仪器来说也是一件艰难的任务。