13世纪世界贸易体系及其维护机制

珍妮特·阿布—卢格霍德在《欧洲霸权之前》一书中重构现代世界贸易体系之前的13世纪世界贸易体系,认为该体系是13世纪中期至14世纪中期以欧亚大陆为主要辐射范围的贸易网络.畅通的陆路和海路、先进的贸易制度、贸易离散社群的商业实践、科学技术的革新与传播以及各中心地区之间的均衡发展维系了该体系的良性运转.对13世纪世界贸易体系及其维护机制的研究有助于客观认识西方兴起的原因,全面审视近代之前的跨地区互动和跨文化交流.     

Allocating by Formula

This paper describes the formula for fund distribution used at Western Illinois University. The primary intentions are to explain why the formula approach was adopted at Western, how it is set up, and how the decision to allocate by formula affects collection development. A large portion of the information is taken from the final report of an ad hoc committee established to review the Library's materials budget and recommend changes to existing policies. The guidelines set forth in the committee report form the basis of the allocation system as it is presently constituted.     

詹妮特·瓦斯科:新闻不是言之无物的信息碎片——数字信息霸权批判

本文通过深度访谈,对知名传播政治经济学学者、国际媒介与传播研究学会(IAMCR)主席詹妮特·瓦斯科的学术思想进行梳理和分析,并重点考察她从政治经济学视角出发对数字新闻的核心概念和基本理念的重新界定与批判性理解。在瓦斯科看来,研究者对于技术对新闻的影响应当抱持谨慎的态度,数字新闻从业者应当警惕超级互联网平台的信息霸权,新闻受众(消费者)则应当有意识地追求新闻的公正性而非沉迷于"客观"的神话。     

Children's response characteristics in a structured self-paced learning task

Fourth and fifth-grade children identified as fast/inaccurate and slow/accurate responders on the basis of the Matching Familiar Figures test were administered a self-paced learning task. The task consisted of a 25 word categorizable list composed of five instances from each of five categories. Four treatment conditions, the usual random presentation and blocked presentation conditions plus random presentation with instructions and blocked presentation with instructions, were employed. Analysis of variance was used to analyze clustering, free recall, and cued recall performance. A significant main effect for type of treatment was found in clustering performance. A significant instruction by response style interaction in the analysis of free call performance indicated that while fast/inaccurate responders benefit from instructions, slow/accurate responders did not. When children identified as fast/inaccurate or slow/accurate were placed in self-paced learning situation, no significant difference was found in total viewing time of the stimulus materials.