波普世界3理论反思

The paper analyzes Popper's Theory of Three Worlds, points out that its essence is the three basic concepts, that is, information, intelligence and knowledge, and calls on that we should insist on Marxism's dialectical materialism in researches on the basic theory of information studies.     

Cartesian and corporeal agency: women’s studies students’ reflections on body experience

This article explores young women’s agency in relation to the body and the possible role of women’s studies in interpreting body experiences and constructing agency. The article is based on written accounts of one’s body experience written by Finnish students of women’s studies. The young women’s accounts manifested two types of agency: the accounts on agency relating to the body focused around attempts of resistance to cultural body ideals and conventional heterosexual roles. This ideal subjectivity relies on an individualistic and Cartesian understanding of agency, emphasising the young woman’s independence from culture, other people and her own body. The accounts on agency within the body expressed experiences of overcoming the mind/body dichotomy and connecting bodily to the surrounding world. I suggest that a shift from the implicit curriculum of Cartesian agency to a curriculum of corporeal agency could prove useful in educational contexts.     

Girls' secondary education in Uganda: assessing policy within the women's empowerment framework

This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.     

On the effects of motivation on reading performance growth in secondary school

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.     

爱的内涵在莎士比亚十四行诗中的演变

莎士比亚十四行诗中爱的内涵随着时间的推移在不断地变化。同性朋友之间的爱在不同时期内涵不同,男女之爱与同性之爱纠缠不清,总体表现为同性精神之爱、对爱友的敬爱与痴迷、肉欲之爱、出于爱的谅解及诗人对自身美德的热爱。爱的内涵在十四行诗中的演变,反映了莎士比亚进步的人生观和艺术观。     

深化中国土司制度研究的几个问题

土司制度是中国历史发展进程中的特殊产物,也是中国边疆史研究中不可回避的重要内容.迄今为止,学界对土司问题的研究已取得丰硕的成果,而且有渐成热点之势.土司制度研究要进一步引向深入,不仅应注意资料的发掘和整理,深化和拓展研究视野和研究内容,更不能忽视中国历史发展进程的大背景,要建起历代边疆治理和边疆研究全局的大视野,防止将土司制度泛化的倾向,坚持实事求是,求真求实,处理好历史与现实、学术与政治两者之间的关系,让土司制度研究回归其研究本意,并推动土司制度知识在民众中的普及.     

Stability and change in achievement goal orientations: A person-centered approach

Two longitudinal studies used a person-centered approach to examine the stability and change in students’ achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students’ motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students’ generalized beliefs and tendencies to select certain goals and to favor certain outcomes.     

The development of the classroom social climate during the first months of the school year

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.     

公众档案:一个正在兴起的研究领域

公众档案研究主要关注与公众档案有关的各种现象,是一个正在兴起的研究领域。从横向来看,公众档案研究包括三个聚焦点,即个人存档、民间文献与社群档案。从纵向来看,公众档案研究包括三个层面,即基础层、阐释层与应用层。公众档案研究的产生与发展,是社会实践发展与理论思潮演变的结果,深入开展公众档案研究有重要的理论意义与实践意义。     

Do altmetrics assess societal impact in a comparable way to case studies? An empirical test of the convergent validity of altmetrics based on data from the UK research excellence framework (REF)

Altmetrics have been proposed as a way to assess the societal impact of research. Although altmetrics are already in use as impact or attention metrics in different contexts, it is still not clear whether they really capture or reflect societal impact. This study is based on altmetrics, citation counts, research output and case study data from the UK Research Excellence Framework (REF), and peers’ REF assessments of research output and societal impact. We investigated the convergent validity of altmetrics by using two REF datasets: publications submitted as research output (PRO) to the REF and publications referenced in case studies (PCS). Case studies, which are intended to demonstrate societal impact, should cite the most relevant research papers. We used the MHq’ indicator for assessing impact – an indicator which has been introduced for count data with many zeros. The results of the first part of the analysis show that news media as well as mentions on Facebook, in blogs, in Wikipedia, and in policy-related documents have higher MHq’ values for PCS than for PRO. Thus, the altmetric indicators seem to have convergent validity for these data. In the second part of the analysis, altmetrics have been correlated with REF reviewers’ average scores on PCS. The negative or close to zero correlations question the convergent validity of altmetrics in that context. We suggest that they may capture a different aspect of societal impact (which can be called unknown attention) to that seen by reviewers (who are interested in the causal link between research and action in society).