Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.     

新唯物主义的诞生地－－《关于费尔巴哈的提纲》和《德意志意识形态》研究

新唯物主义在新在哪里？学术界有不少人认为是实践唯物主义，本文则谯辊新在历史唯物主义。重读《关于费尔哈的提纲》和《德意志意识形态》，我们便可以得出以上结论的清晰逻辑。《提纲》中实践的观点只是认识历史的钥题，为唯物史观的创立提供了依据。马克思从实践入手，解开了历史发展的动力之谜，揭示了社会顾在和社会意识的辩证关系，马克思和恩格斯又在《形态》中全面系统地阐述了历史唯物主义的基本原理，揭示了社会发展的客观规律。     

学术殖民主义在行动:美国认证他国大学

美国认证是针对美国高等教育的现实而设计的，它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国，美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。     

How specific is the shape bias?

Children tend to extend object names on the basis of sameness of shape, rather than size, color, or material-a tendency that has been dubbed the "shape bias." Is the shape bias the result of well-learned associations between words and objects? Or does it exist because of a general belief that shape is a good indicator of object category membership? The present three studies addressed this debate by exploring whether the shape bias is specific to naming. In Study 1, 3-year-olds showed the shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object. Study 2 found the same shape bias when children were asked to generalize properties relevant to category membership. Study 3 replicated the findings from Study 1 with 2-year-olds. These findings suggest that the shape bias derives from children's beliefs about object kinds and is not the product of associative learning.     

浅论高校学生干部队伍建设

高校学生干部是学生工作的重要力量。学生干部素质的高低，直接影响到学生工作能否顺利开展。本从学生干部的选拔、培养、教育和考核等方面论述了如何建设高校学生干部队伍。     

Navamaga: a new path to new lives

A project in Sri Lanka sponsored by USAID AND the Overseas Education Fund (OEF) used nonformal training to prepare development workers to help women's groups orgnize income-generating projects. OEF and the Women's Bureau developed a 2-phase program for a toatl of 2 months training, which was separated by a 5-month period of field work. By the time the project came to an end in June 1982, development officers had helped rural women set up 2000 income-generating activities in Sri Lanka. their net profit was US $32,000 per month or an average of US $16 per woman. The profits from their activities surpassed the cost of the training project in less than a year. In the following year another 2000 activities were successfully started, so that beneficiaries, as of June, 1983 totalled over 22,000 people--4000 rural wmen and their families. The project, therefore, had a positive impact in a variety of areas: increased agricultural population, increased employment, increased participation of women in economic activities, development of institutional capability in rural areas, raised income of the rural poor and enhancement of health and nutrition.     

开辟沿海航线

作为地中海最重要的商人,远程漫游的腓尼基人获得了丰厚的利润——还有大量咒骂。“你们的商业贸易已使你们充满了暴力和罪恶。”《圣经》中先知以西结这样警告提尔的国王,同时也预告了那个腓尼基海港的繁荣。在希腊神话中,腓尼基人俘虏那些被他们诱惑上他们船只的商人们,然后把他们卖掉为奴。《荷马》的主人公奥狄     

Prenatal depression, violence, substance use, and perception of support in pregnant middle-class women

The purpose of this study was to explore the vulnerability for postpartum depression among financially, educationally, and socially advantaged middle-class women (n = 31). Twenty-nine percent reported prenatal depression, 13% reported intimate partner violence, and 22% reported concerns with partner relationships and support expectations after delivery. No illegal substances were reported; however, a past history of smoking and excessive use of caffeine was disclosed. Implications for practice focus on the need to screen and implement intervention programs for these social problems and to adopt measures as a universal standard of care for all women, regardless of demographic advantages.     

Gender effects in children's beliefs about school performance: a cross-cultural study

Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings.