经典阅读:高校图书馆应充当的角色研究

本文从高校图书馆推动大学生经典阅读活动的意义、优势和举措三方面做了一些探讨。     

Giving time or giving money? On the relationship between charitable contributions

This paper studies philanthropic behaviour in terms of money and time contributions for charitable organisations. Using a unique dataset, which is representative of the German population, we examine the pure contributions of individuals who give either money or time as well as joint contributions of individuals who give both money and time. We find that the sequential decisions to give to charity and how much to give can be explained by different socio-economic characteristics. We report particularly pronounced gender differences among pure contributions, an interesting pattern of human capital variables such as income and education, and possible differences in the type of philanthropic goods.     

语块视角下的大学英语精读教学与英语写作能力培养

从语块理论入手，探讨了该理论在大学英语精读课堂上的应用以及提高英语写作水平的对策，以期为大学英语写作教学提供新的思路和方向。     

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to several promising practices and highlight the variability in access to evidence‐based practices based on programme type. Areas that warrant more targeted professional development are discussed, and findings are situated within the larger early childhood context.     

Early stopping in seamless phase I/II clinical trials

In recent years, seamless phase I/II clinical trials have drawn much attention, as they consider both toxicity and efficacy endpoints in finding an optimal dose (OD). Engaging an appropriate number of patients in a trial is a challenging task. This paper attempts a dynamic stopping rule to save resources in phase I/II trials. That is, the stopping rule aims to save patients from unnecessary toxic or subtherapeutic doses. We allow a trial to stop early when widths of the confidence intervals for the dose-response parameters become narrower or when the sample size is equal to a predefined size, whichever comes first. The simulation study of dose-response scenarios in various settings demonstrates that the proposed stopping rule can engage an appropriate number of patients. Therefore, we suggest its use in clinical trials.     

学前儿童阅读指导初探

针对当前少儿馆不重视学前儿童阅读的现状,从学前儿童身心特点、国际经验、教育部规定和少儿馆性质等方面阐述了开展学前儿童阅读指导的意义;并以钱伯斯“阅读循环”理论为切入口,结合实际,对少儿馆做好学前儿童的阅读指导工作进行了探讨。     

Proposing a model for promoting Children's Health in Early Childhood Education and Care Settings

This pilot study was conducted in one early childhood pre-school nursery setting in an area of high deprivation in England to explore the under-researched area of how practitioners promote the health of children. The research used an original tool, Child Health Promotion: A Toolkit for Early Childhood Education and Care Practitioners, containing a 5 Step Programme as a model to guide practitioners in identifying and implementing a health promotion activity. The findings will help to set the onward agenda for a larger scale study which will foreground the voices of practitioners and highlight the role that ECEC practitioners can play in promoting the health of children.     

Troubling Discourses of Poverty in Early Childhood in the UK

Poverty in early childhood is pervasive, affecting every aspect of children’s lives. Under current government policies child poverty in the UK is predicted to rise to 40 per cent by 2022. Dominant discourses of poverty have historically focussed on an over‐arching discourse of moral responsibility, essentially relating to notions of deserving and underserving poor. This paper examines how government policy continues to significantly impact on young children and families on low incomes in early childhood and how stigmatised discourses about welfare, work are pervasive. It is argued that discourses of redistribution and children’s rights deserve greater recognition if poverty is to be addressed.     

学前数学活动中的元认知教学行为和话语分析

元认知发展是学前儿童发展的核心之一。通过对学前教师在数学活动中的元认知教学行为和话语进行个案观察和 分析，可以发现相关教学现状不够理想，主要源于教师元认知意识及相关知识或技能不足，同时也是教学客观条件所限。