英文手机短信翻译的格式塔意象再造及审美再现

英文手机短信分为文学体和非文学体两大类。依据接受美学理论,手机短信文本的意义是一种动态生产物,具有开放性和召唤结构。收信人在阅读的具体过程中,通过发挥想象力去填补“空白”,从整体上理解接受原文的信息,在大脑中形成一个格式塔意象。译者在翻译过程中,首先应充分理解、接受原文信息,并进行格式塔意象再造,然后,最大限度地再现短信原文的韵律美、形式美、形象美、修辞美、模糊美和幽默美。     

Social working memory: Memory for another rat's spatial choices can increase or decrease choice tendencies

In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions, visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended on the quality of the food available in a particular location. When it was possible for the rats to observe each other on the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated with memory for the behavior of another rat to determine spatial choice     

Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence

Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7–9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10–11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge.     

Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations

There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment.     

PhD students’ work conditions and study environment in university- and industry-based PhD programmes

During the last 10 years, new models of funding and training PhD students have been established in Denmark in order to integrate industry into the entire PhD education. Several programmes have been conducted where it is possible to co-finance PhD scholarships or to become an employee as an industrial PhD in a company. An important question is what impact these new conditions will have on the PhD students’ training, work conditions and study environment. In this article, the new type of programmes will be presented together with data analysis of PhD students’ work conditions and study environment in various programmes mainly based on a research project from 2006. The results of this study show no significant difference between PhD students in a traditional university PhD programme and PhD students in an industrial programme concerning working environment. However, the study shows significant differences in the intercultural dimension, where foreign PhD students are significantly more satisfied with their study environment compared with Danish PhD students. In general the workload is very high and the environment is stressful for all PhD students.     

Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.     

Contextual effects on predicting risk for reading difficulties in first and second grade

This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.     

Joint Appointments and the Professoriate: Two Houses but no Home?

Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca 2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.

Why Don't More Students Major in IS?

The large increases in the number of information systems (IS) majors about 10 years ago have been matched by equally large decreases in IS enrollments over the last few years. This article addresses the question of why students choose any major in general, and why students no longer choose to become an IS major in particular. We used a validated survey instrument and the responses from 163 students to examine this question in detail. Not surprisingly, we found that "genuine interest" in the subject was the most salient factor affecting the decision to major in IS. More surprising were what factors did not appear to influence this decision—for example, the promise of good job salaries, job security, the advice of others, or even the image of those who become IS professionals. Students seem aware that information technology employment opportunities exist; if job and salary issues contribute to choosing majors  other than IS , it is due to the perception of an unfavorable work/salary ratio for our field rather than one of job security or availability. That is, the amount of work to get an IS degree (the perception of harder-than-average courses) combined with (for many students) the perception of an undesirable amount of continuous training to keep an IS career just do not seem to balance with salary levels. These findings have important implications for the recruiting efforts of IS faculty seeking to attract more IS majors.     

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目前网上文献传递服务在各大图书馆和情报机构都有一定的发展。本文主要从文献传递的特点、文献收藏、服务情况、服务周期、服务对象和服务费用等方面对国外几家较著名的网上文献情报机构进行介绍,以期对我们的文献传递服务工作提供帮助和参考。