美国留学,我是转去的

正2014年2月15日,赶在零点钟声敲响前,我提交了最后一份文书,结束了长达半年的转学申请工作。对于很多在本科阶段打定主意出国的同学来说,读研是个较为常见的选择。然而,也有少部分会像我一样,选择转学来实现留学梦。相较于每天跟在导师身后做项目的研究生,本科生有更多机会参与丰富多彩的校园活动,体验美国教育与文化。最重要的是,转学是一个调整专业的绝好机会。如果对自己所学不感兴趣,转学能帮你找到自己喜欢的领域重新学习。     

Legal and educational perspectives of equity in assessment

Equity in assessment concerns all educational authorities and practitioners. While educators commonly consider issues of equity in terms of accommodations for students with special needs, or addressing cultural difference, equity issues in educational assessment have emerged outside these bases. This paper examines equity assessment issues, drawing predominantly on case history from the United States of America (US) with examples from Australia and England, to demonstrate areas that may draw legal consideration. The discussion shows that the legal standard to establish inequity is high and sometimes illogical from an educational perspective. The paper is intended to assist understanding of legal implications of educational assessment in order to reduce the likelihood of legal claims and the resultant redirection of valuable resources from educational provision. The discussion is also intended to broaden thinking on matters that impact on the provision of equitable educational and assessment opportunities for all students.     

纸条检测法对第85窟壁画空鼓灌浆脱盐效果的评估

实验得出不损伤壁画的纸条检测法与壁画表面盐分含量的关系,并以此为根据,采用纸条法测定壁画表面盐分的含量状态,评价壁画空鼓灌浆后脱盐的效果.结果表明壁画空鼓灌浆所带人的水分激活了地仗中的盐分,使盐分运移并大量地富集到壁画的表面.保护笔的脱盐效果十分显著,纸条法测得保护笔脱盐后Cl-浓度降低约10个ppm,相当于保护笔脱盐可以减少了壁画表面地仗中所含1.6%的Cl-的量,即可以去除掉未灌浆区域壁画表面盐分的80%.实验证明纸条法可以应用于壁画脱盐效果的检验.     

Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action,reflection and modelling (ARM)

Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.     

Thyroid hormone levels and psychological symptoms in sexually abused adolescent girls

OBJECTIVE: To explore the relationships between psychological symptoms and thyroid hormone levels in adolescent girls who had experienced the traumatic stress of sexual abuse. METHOD: The study design was cross-sectional/correlational. Subjects (N=22; age range=12-18 years) had their blood drawn, and they completed 2 psychological tests (depression and general distress/posttraumatic stress disorder [PTSD]). A pediatrician completed a sexual abuse questionnaire after reviewing law enforcement and Child Protective Services reports and conducting forensic interviews and medical examinations. RESULTS: Girls' average free T4, total T4, free T3, total T3, and TSH levels were within age-specific laboratory reference range limits, as were most individual concentrations. The strongest correlations (p<.05) were between free T3 and PTSD total score (-.50), PTSD-avoidance/numbing (-.49), and general distress (-.48); and between total T3 and depression (-.46), general distress (-.45), and PTSD-arousal (-.44). CONCLUSIONS: Our findings support one of the two contemporary models of the relationships between thyroid hormones (i.e., free and total T3) and psychological symptoms (i.e., depression, general distress, and PTSD)--one of "shutting down" (vs. "activation") in the face of trauma.     

Influences on Young Children's Knowledge: The case of road safety education

Recent commentators on early education have noted a need to combine the strengths of constructivist and sociocultural theoretical perspectives in the early childhood curriculum. Road safety education in the early childhood years rarely reflects a coherent theoretical base. This article argues that effective road safety education for young children needs to incorporate both constructivist and sociocultural perspectives on learning. Interviews with preschool children highlight the variety of influences that affect children's road safety knowledge and illustrate the interface of constructivist and sociocultural interpretations of learning about road safety. The value of a dual perspective is explored further with reference to a road safety curriculum intervention, which used reflective dialogue procedures, derived from Pramling's (1990) phenomenographic perspective on learning. The curriculum project demonstrates that adult interactions that clarify and make explicit children's informal learning about road safety are an important part of road safety education in the early years.