一季之缘

1. Gibst du Dein Trikot nach dem Spiel manchmal auch den Fans？ Wenn moeglich, wie？ 在比赛结束后,你会把球衣送给球迷们吗？如果可能的话,怎样才能得到你的球衣？     

探索60后

作为一名法国队的球迷,尽可能多地收集法国国脚的签名是我一直以来的梦想。然而,由于法国球员不是很热情,法甲的球队回信率也较低,我的回信收获寥寥无几。     

签名式样趣谈

初识霍芬海姆还是在联赛前几轮。那会买彩票,认为这队是新上来的,肯定战死在德甲巨强的杀场上。没想到啊,几轮下来我全错了。霍芬海姆那种初生牛犊不怕虎的精神间接导致我损失了好几两银子,但是与此同时我被他们深深地吸引了。一个名不见经传的小球会为什么如此强势？让人百思不得其解。     

Book reviews

Publishing Research Quarterly -     

Children’s development of a theory of mind

A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature.     

Virtual worlds and moral evaluation

Consider the multi-user virtual worlds of online games such as EVE and World of Warcraft, or the multi-user virtual world of Second Life. Suppose a player performs an action in one of these worlds, via his or her virtual character, which would be wrong, if the virtual world were real. What is the moral status of this virtual action? In this paper I consider arguments for and against the Asymmetry Thesis: the thesis that such virtual actions are never wrong. I also explain how the truth of the Asymmetry Thesis is closely aligned with the possibility of what Edward Castronova has called closed synthetic worlds. With some qualifications, the ultimate conclusion is that the Asymmetry Thesis is false and that these closed worlds are impossible.     

Improving SET Response Rates: Synchronous Online Administration as a Tool to Improve Evaluation Quality

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times.