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[abstract]提要28岁的LexiSmart醒来时,发现自己身处医院,修了完美的牙齿,恢复了健康的体魄。在一次车祸中幸存下来的Lexi忘掉了整整3年的记忆,而这本书就是讲述她如何找回记忆,以及迎接新生活的历程。下面选的这段是本书的第一段,以第一人称的身份描述了刚刚醒来的Lexi的心理活动。     

Deaf Students and Higher Education in the United Kingdom

Abstract

In the United Kingdom, 233 higher education institutions were surveyed in 1988 and 1989 providing 166 returns. The survey sought information on equal opportunities policies, provision of technical support, the availability of support personnel and interpreters, funding arrangements, and the numbers of deaf students within higher education (HE). With a few notable exceptions, the returns showed a generally poor level of services available to deaf students, an ignorance of the required support needs and a low representation of deaf people within HE. The need for positive action seemed to be least recognized within teacher training colleges. The study also highlighted the absence of any monitoring of deaf or disabled students within HE. Several suggestions are made on how policies and practices in institutions could be changed to widen access to this group of students.     

Trait self-esteem and claimed self-handicapping motives in sports situations

Abstract

We examined the relationship between physical self-esteem and claimed self-handicapping among athletes by taking motives into consideration. In Study 1, 99 athletes were asked to report their tendency to engage in claimed self-handicapping for self-protective and self-enhancement motives (trait measures). Low self-esteem athletes reported a higher tendency to engage in claimed self-handicapping for these two motives compared with high self-esteem athletes. Neither low nor high self-esteem athletes reported a preference for one motive over the other. In Study 2, 107 athletes participated in a test that was ostensibly designed to assess high physical abilities – and thus to encourage self-handicapping for self-enhancement motives (success-meaningful condition) – or to assess low physical abilities, and thus to encourage self-handicapping for self-protective motives (failure-meaningful condition). Before starting the test, athletes were given the opportunity to claim handicaps that could impair their performance. Low self-esteem athletes claimed more handicaps than high self-esteem athletes in both conditions. Findings suggest that low physical self-esteem athletes engage more in claimed handicapping regardless of motives, relative to high physical self-esteem athletes.     

Representations of student performance data in local education policy

Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across...     

Teachers' situation-specific mastery experiences: teacher,student group and lesson effects

Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups.     

Drawing out the value of the visual: children and young people theorizing time through art and narrative

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens.     

Decision-making modes regarding the inclusive dilemmas of students with educational challenges in mainstream classrooms

In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service teachers were asked about their attitudes towards SEC inclusion, as well as three open-ended dilemmas during vignettes depicting challenging situations in inclusive class forcing decision-making. An online closed and open-ended questionnaire was administered (n = 489). The analysis revealed significant differences in the type of solution to these dilemmas in the three groups. There was a significant interaction between high sensitivity to the feelings of the inclusive students and the participants' overall tendency to support the inclusion of the SECs, positive attitudes towards inclusion, low expression of stigma and a higher sense of self-efficacy. Implications and practical offers are discussed.     

Links between justice sensitivity and moral reasoning,moral emotions,and moral identity in middle childhood

Associations between moral-related traits, such as justice sensitivity (JS), the tendency to negatively respond to injustice, and moral development are largely unknown. From May to December 2018, 1329 5- to 12-year-olds (M = 8.05, SD = 1.02; 51.2% girls, 1.3% transgender and gender-nonconforming) from Germany rated their JS, moral reasoning, emotions, and identity; parents and teachers rated children's theory of mind (ToM) and empathy. Victim JS (caring for own justice) predicted more attributions of positive emotions to norm transgressors in structural equation models (β = .295). Altruistic JS (caring for other's justice) predicted less attributions of positive emotions (β = −.343) and a stronger moral identity (β = .392) unless ToM was considered. Particularly altruistic JS showed associations with advanced moral development. Hence, moral-related traits deserve more attention by moral-development research.     

Influence of free surface,unsteadiness and viscous effects on oar blade hydrodynamic loads

Abstract

Flow around a rowing blade is a very complex phenomenon, involving unsteady three-dimensional flow with violent motion of the free surface. However, in the literature, forces acting on blades are modelled using extreme and dubious simplifications. The aim of the present study was to evaluate the influence of free surface and unsteadiness (two physical characteristics that are commonly neglected when modelling loads on blades) as well as viscous effects. In fact, quasi-static approaches are often used, with no influence of the free surface effects. To conduct this study, computational fluid dynamics is used, supported by experimental results performed with a dedicated device reproducing a simplified rowing stroke in the towing tank. Comparisons show that both free surface flow and unsteadiness must be considered to capture the whole physics of the phenomenon accurately. In contrast, the viscous effects have a very limited influence.     

Simulating the Ethical Community: Interactive Game Media and Engaging Human Rights Claims

Abstract

This paper examines the external bystander’s (un)ethical engagement with the suffering of distant others in the brave new world of the 21st century, where, thanks to the growth of information technologies, we are all daily spectators and bystanders of human atrocity. In a recent turn, humanitarian movements have sought to incite their audiences to action through the use of simulation and new game media – the last few years have seen a surge of ‘serious games’ such as Darfur is Dying and Sim Sweatshop, as well as the creation in online community Second Life of simulated refugee camps and political protests. The paper draws on the post‐modern theories of Jean Baudrillard and Slavoj ?i?ek, as well as the ethical philosophies of Michael Ignatieff, Stanley Cohen and Avishai Margalit, to expose the limitations of this move, arguing that interactivity and public remembering via online simulations are more properly aligned, in the real world, to interpassivity and ethical amnesia than to the forging of an effective ethical community of human beings.