低能电子破坏DNA

高能电离辐射穿过细胞时会损害DNA，这已不足为奇。每个高能粒子的能量是可见光光子能转的100万倍。然而．近期的实验证明．即使电离辐射释放的是能量很低的电子，同样会破坏RNA和DNA中的核心分子成份。这一结果意味着人们将掌握低水平辐射产生的生物学效应．并改进放射性疗法。     

Understanding the relations between RAN letter subtest components and word reading in first-grade students

First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations.     

Making memories available: a framework for preserving rural heritage through community knowledge management (cKM)

While most of the research in Knowledge Management (KM) has focused on business communities, there is a breadth of potential applications of KM theory and practice to wider society. This paper explores the potential of KM for rural communities, specifically for those that want to preserve their social history and collective memories (what we call heritage) to enrich the lives of others. In KM terms, this is a task of accumulating and recording knowledge (using KM techniques such as story-telling and communities of practice) to enable its retention for future use (by interested people perhaps through KM systems). We report a case study of Cardrona, a valley of approximately 120 people in New Zealand's South Island. Realising that time would erode knowledge of their community a small, motivated group of residents initiated a KM programme to create a legacy for a wider community including younger generations, tourists and scholars. This paper applies KM principles to rural communities that want to harness their collective knowledge for wider societal gain, and develops a community-based framework to inform such initiatives. As a result, we call for a wider conceptualisation of KM to include motives for managing knowledge beyond business performance to accommodate community (cKM).     

A longitudinal analysis of the alignment between children’s early word-level reading trajectories,teachers’ reported concerns and supports provided

Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through...     

Creative approaches to staff development: global education in ITE in The Gambia

The elements of global education should be at the heart of all learning and teaching. In ITE we often protect ‘our subject’ in the belief that it should have more prominence in the curriculum and more teaching time in school. In this article a group of ITE tutors comment on their learning about global education and its inclusion in their subject following a study trip, with students and teachers, to The Gambia. A truly cross-curricular strand develops and ideas within subjects are matched to key concepts of global education. An experiential model of tutor CPD evolves which includes personal challenge of values and attitudes.     

Perceived Competency in Working With LGB Clients: Where Are We Now?

Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale ( Bidell, 2005 ) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed.     

Being First in Family: motivations and metaphors

First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.     

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

This article examines the ways in which education and educational policy impact upon the likelihood and dynamics of violent conflict. It argues that education is rarely directly implicated in the incidence of violent conflict but identifies three main mechanisms through which education can indirectly accentuate or mitigate the risk of conflict: through the creation and maintenance of socio-economic divisions, including horizontal inequalities between ethnic groups; through processes of political inclusion and exclusion; and through accommodation of cultural diversity. It further suggests that designing conflict-sensitive education systems is particularly problematic because the implications of these three principal mechanisms often pull in different directions.