人类情感困境的诗意表达——对张洁小说《爱，是不能忘记的》的研究综述

20世纪80年代初,张洁发表的小说《爱,是不能忘记的》,曾引起很大争议,对立双方主要从婚姻道德角度进行褒贬。1990年代,此小说又被评论界从女权主义角度重新阐释。到了21世纪,人们又开始呼唤其中所表达的理想爱情。该文通过对其过往研究的总结分析,认为它既不限于道德探讨,也不单纯是女性意识的觉醒,而是人类情感困境的诗意表达,具有生命本体论的意义。     

多元智能理论和综合英语教学的优化与组合

综合英语教学不仅要注重语言知识的传授,而且要培养学生的综合素质。旨在探讨用多元智能理论优化综合英语教学,在丰富多样的教学环境中,培养学生的多元智能。     

Design and Realization of InP/AlGaInAs Multiple Quantum Well Ring Laser

Using beam propagation method(BPM), key optical design parameters of InP/AlGaInAs multiple quantum well(MQW) ring laser were numerically analyzed. The influences of waveguide dimensions, curvature radius and gap size on the coupling efficiency were discussed. An InP/AlGaInAs MQW ring laser with radius of 350 μm was designed and realized. The experimental results show that the designed device, lasing at 1 563.2 nm with side mode suppression ratio higher than 20 dB, exhibited unidirectional bistability between the clockwise and counterclockwise modes.     

‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.     

The influence of a response format test accommodation for college students with and without disabilities

Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation.     

Exploring an intervention’s impact on everyday school activities

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.     

Score Reporting for Examinees with Incomplete Data on Large‐Scale Educational Assessments

Technical difficulties occasionally lead to missing item scores and hence to incomplete data on computerized tests. It is not straightforward to report scores to the examinees whose data are incomplete due to technical difficulties. Such reporting essentially involves imputation of missing scores. In this paper, a simulation study based on data from three educational tests is used to compare the performances of six approaches for imputation of missing scores. One of the approaches, based on data mining, is the first application of its kind to the problem of imputation of missing data. The approach based on data mining and a multiple imputation approach based on chained equations led to the most accurate imputation of missing scores, and hence to most accurate score reporting. A simple approach based on linear regression performed the next best overall. Several recommendations are made regarding the reporting of scores to examinees with incomplete data.     

City of Glasgow nurture group pilot scheme evaluation

Abstract

Three forms of objective evaluation were used to assess the impact of a nurture group pilot project on the lives of staff and pupils: Boxall Profiles, the Strength and Difficulties Questionnaire, and questionnaires for staff. In addition, a micro study was carried out of two nurture groups using matched control groups. The article provides an overview of the project, as there was insufficient time for in-depth examination of the results, and some materials became available too late for inclusion. Nevertheless, the outcomes described are positive. It is hoped that analysis can be continued and that further evaluation of the progress of children can be carried out with more robust control groups in place from the outset.     

对未来预算会计改革的几点思考

近年来,随着我国社会主义市场经济体制改革的进一步深入,政府预算管理体制和行政事业单位管理体制的改革也在进一步加深,复式预算制度将进一步完善,事业单位预算管理体制将进一步深化,政府采购制度将进一步推广,国库单一帐户制度稳步推行。为此,我们应积极构建一个与我国复式预算相适应的预算会计体系;进一步深化事业单位会计改革,稳步推进国库单一帐户制度;努力构建新型的政府预算会计;构建统一的《预算会计基本准则》。