中国著作权制度：英美模式还是大陆模式？

一、引言 1990年9月7日通过的中华人民共和国着作权法,已经两度修改：第次修改稿於2001年月27日通过,最近的第二次修改稿,     

Predicting Employee Turnover from Friendship Networks

Employees (n=40) at a fast-food restaurant were surveyed about characteristics of their position and their level of satisfaction. Employees were then asked to report with whom they regularly communicated inside and outside the workplace and to indicate how close they were to employees with whom they were linked. Employee turnover was measured after three months had elapsed. A goal of the research was to replicate a model of employee turnover that predicts employees more central in their social network to be less likely to leave, and to test a social support explanation of the centrality model. The results indicated that employees who reported a greater number of out-degree links with friends were less likely to leave. The number of in-degree links with friends did not significantly predict turnover, and neither did network links with peers. Friendship prestige, measured by the number of in-degree links, was strongly correlated with relational closeness and amount of time spent with employees outside the workplace.     

Inoculating Against Pro-Plagiarism Justifications: Rational and Affective Strategies

Student plagiarism continues to threaten academic integrity. This investigation assessed whether an inoculation message strategy could combat university plagiarism by protecting student attitudes against pro-plagiarism justification arguments. Additionally, we sought theoretical confirmation of previous findings on involvement and accessibility in inoculation, examined the effects on vested interest, and evaluated matching and mismatching strategies in terms of affect- and rationality-based inoculation treatment messages and subsequent attack messages. A total of 225 students participated in three sessions spanning six weeks. Results indicated that none of the inoculation treatments conferred resistance as measured in attitude toward plagiarism, but all treatments enhanced involvement and attitude accessibility, and the fear- and rationality-based treatments enhanced vested interest. Additionally, fear-based treatments derogated the source of the message. Results also suggest that a matching strategy is superior with both affect- and rationality-based attack messages, such that inoculation treatments are most effective when using the same argument bases (e.g., affective or rational) as the attack message. These results offer guidance for crafting communication campaign strategies to reduce the occurrence of student plagiarism offenses.     

OPPOSISJON VED HANS‐JÖRGEN GJESSINGS DOKTORDISPUTAS

Den 17/3 1959 forsvarte Hans‐Jørgen Gjessing sin avhandling, En studie av lesemodenhet ved skolegangens begynnelse, Oslo 1958, for den filosofiske doktorgrad ved Universitetet i Oslo. Den oppnevnte komite besto av professor Wilhelm Sjöstrand, Uppsala (1. opponent), professor Johs. Sandven, Oslo (2. opponent) og professor Sigurd Nørstebø, Trondheim. Doktorandens selvvalte forelesningsemne var Den diagnosogene teori om stammingens årsaker, og det oppgitte forelesningsemne var Metodeproblemer ved utforskningen av anv‐ og miljøfaktorenes innvirkning på den individuelle variasjonen.     

Cross Cultural Differences in Online Learning Motivation

Globalization and technology are two of the many drivers that impact today’s education, locally and internationally. The purpose of the research study was to identify how online learners in Korea and the US perceived online learning motivation differently and what learner characteristics and cultural orientation affected the online learners’ learning motivation. Major findings revealed that there was a significant difference in learning motivation between the US and Korean online learners. The study also discusses how cultural orientation and learner characteristics affected the learning motivation of online learners for each country.

Différences interculturelles de la motivation de formation en ligne. La globalisation et la technologie représentent deux conducteurs qui ont l’impact sur l’éducation d’aujourd’hui localement et internationalement. Le but de cette étude de recherche était d’identifier comment les étudiants en Corée et aux Etats‐Unis perçoivent la motivation de formation en ligne différemment et comment les caractéristiques des étudiants et leur orientation culturelle affectent leur motivation de formation en ligne. Les conclusions principales révèlent qu’il y a une différence significante concernant la motivation de formation entre les étudiants en ligne des Etats‐Unis et de Corée. L’étude explique également comment l’orientation culturelle et les caractéristiques des étudiants affectent la motivation de formation des étudiants en ligne pour chaque pays.

Unterschiede zwischen verschiedenen Kulturen bei Online‐Lernmotivation. Globalisierung und Technik sind zwei der vielen Antriebe, die die heutige Bildung am Ort und international betreffen. Der Zweck der Forschungsstudie war, herauszufinden, wie Online‐Anfänger in Korea und den USA Online‐Lernmotivation unterschiedlich wahrnehmen, und wie die Anfängermerkmale und die kulturelle Orientierung die Lernmotivation der Online‐Anfänger beeinflussten. Die hauptsächlichen Befunde ergaben, dass es einen signifikanten Unterschied bei der Lernmotivation zwischen den US‐amerikanischen und koreanischen Online‐Anfängern gab. Die Studie erörtert auch, wie kulturelle Orientierung und Persönlichkeitsmerkmale die Lernmotivation von Online‐Lernern in jedem Land beeinflussen.     

Subsidiarity in education: the example of British primary humanities

ABSTRACT

The nature and interpretation of differences between the achievements of females and males in senior secondary school studies in Australia, and the implications for policy and practice of these perceived differences, are showing signs of change. The ways in which these issues are discussed publicly across Australia are reviewed and then matched against indications that have emerged from data in one state (Queensland) and from other, published studies. This analysis suggests that there are important notions of gendered achievement that may not be receiving due consideration by those who formulate policy or analyse practice.     

Today's speech books in review

Boardman, Gail, Oral Communication of Literature, 1953, N. Y.: Prentice‐Hall, pp. 472, $4.95.

Gassner, John, Producing The Play, (rev. ed.), 1953, N. Y.: Dryden Press, pp. 915, $5.75.

Gottlober, A. B., Understanding Stuttering, 1952, N. Y.: Grune and Stratton. pp. 288, $5.50.

Harding, H. F., The Age of Danger, 1952, N. Y.: Random House, pp. 561, $3.25.

Haut, Lillian, Speak Correctly, 1952, N. Y.: Speech Handbooks, pp. 56, $1.50.

Huston, A. D., and Sandberg, R. A., Everyday Business Speech, 1952, N. Y.: Prentice‐Hall, pp. 302, $4.00.

Johnson, W., et al, Diagnostic Manual In Speech Correction, 1953, N. Y.: Harper, pp. 221, $2.50.

Lee, C. I., Oral Interpretation, 1952, N. Y.: Houghton‐Mifflin. pp. 596, $3.50.

Lee, I. J., How To Talk With People, 1952, N. Y.: Harper, pp. 176, $2.00.

O'Brien, J. F., Parliamentary Law for The Layman, 1952, N. Y.: Harper, pp. 248, $3.00.

Van Dusen, C. R., Training The Voice For Speech, sec. ed., 1952, N. Y.: McGraw Hill. pp. 232, $3.50.

Van Riper, C., A Case Book In Speech Therapy, 1953, N. Y.: Prentice‐Hall, pp. 144, $2.75.     

Presidential address: Power and privilege in education: The perpetual problem of social class

Abstract

... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391)

In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.     

Memory Aging Knowledge and Memory Self-Appraisal in Younger and Older Adults

The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003 Cherry , K. E. , Brigman , S. , Hawley , K. S. , & Reese , C. M. ( 2003 ). The knowledge of memory aging questionnaire: Effects of adding a ‘don't know’ response option . Educational Gerontology , 29 , 427 – 446 . doi: 10.1080/713844360 [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990 Gilewski , M. J. , Zelinski , E. M. , & Schaie , K. ( 1990 ). The memory functioning questionnaire for assessment of memory complaints in adulthood and old age . Psychology and Aging , 5 , 482 – 490 . doi: 10.1037/0882-7974.5.4.482 [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004 Zelinski , E. M. , & Gilewski , M. J. ( 2004 ). A 10-item Rasch modeled memory self-efficacy scale . Aging & Mental Health , 8 , 293 – 306 . doi: 10.1080/13607860410001709665 [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed.     

师生在德育过程中的主体地位及其相互关系

究竟谁是德育的主体,这是一个理论问题,更是一个实践问题。厘清德育主体的概念,明晰德育主体的地位与作用,有利于德育实践的深化与德育目标的达成。文章明确提出,德育活动作为师生共同参与的双边活动,师生在互为道德认识与实践的客体的同时,共同构成德育的主体。德育活动的展开,德育过程的深化,需要同时发挥师生作为德育主体的作用,即一方面需要发挥教师的引导作用,另一方面需要发挥学生自主道德建构的作用。