大学里的德里达

本文解读了德里达对康德和席勒论现代大学起源的著作的阐述,表明那些试图监督和掌控当代大学的理论立场本身也不知不觉地遭到了解构和颠覆.接着,文章考察了当今两个把文科当作现代大学守卫者和监督者的例子.两者都成为德里达辨别出来的解构置换类型的牺牲品.文章还讨论了德里达本人对现代法国大学的制度性干预背后的不同理由.该讨论引向本文的结论,即我们应该像为社会科学和自然科学的纯粹研究辩护一样为人文科学中的纯粹研究辩护,但不应该把经典文科提升到享受特权的优越地位.     

The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach—case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.     

BookReviews

Teachers in American study-abroad programs usually receive little, if any, training before the trip, because ‘teaching is teaching’. The cultural differences between Chinese and American university classrooms, however, affect the students' ability to learn and the teacher's ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. Faculty teaching abroad should be prepared for the politics of their new university department, including management styles that can hamper efforts to acclimatize to the new setting.     

Methods for assessing higher education research team collaboration: comparing research outputs and participant perceptions across four collaborative research teams

ABSTRACT

This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration.     

Student success pocket-graphic: a mountain of data transformed

Abstract

How does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success.     

The effect of exercise interventions on resting metabolic rate: A systematic review and meta-analysis

ABSTRACT

The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day^-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day^-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day^-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day^-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies.     

The Perceived Threat and Resolvability of Serial Arguments as Correlates of Relational Uncertainty in Romantic Relationships

This study explored the degree to which the perceived threat and resolvability of a serial argument are associated with relational uncertainty in a romantic relationship (i.e., self, partner, and relationship uncertainty). Participants included 147 individuals who were currently in a romantic relationship. Results revealed positive associations between argument frequency and relationship uncertainty, the perceived threat of the argument to the relationship and all three forms of relational uncertainty, and inverse associations between the perceived resolvability of the issue and all three forms of relational uncertainty. Interaction effects emerged for perceived threat by perceived resolvability for self and partner uncertainty, such that the resolvability of the issue diminished the strength of the positive association between the perceived threat of the argument and self and partner uncertainty.