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Research in Higher Education - Increasingly, undergraduates take more than 4 years to complete a baccalaureate, a situation widely perceived as a waste of time and money, for students,... 相似文献
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ABSTRACTIn this essay, we stage a conversation about our experiences researching everyday histories of encounter between Asian and Asian diasporic subjects during the Pacific and Vietnam Wars. Through readings of materials from the archives of two empires, Britain and the United States, with bloody records of military intervention in east and south-east Asia, we show how wartime inter-Asian, Afro-Asian, and Asian diasporic geographies of relation overlapped with and animated one another, helping to (re)produce trans-local communities of affinity over space and time even as they also functioned as infrastructures for empire. Throughout, we reflect on the infrastructures – material, institutional, epistemological, affective – that make inter-referencing possible, both for our subjects and, importantly, for ourselves. If our archives resonate, what does this tell us about the trans-imperial durability of the intimate infrastructures we show taking shape in 1940s China and 1960s Vietnam respectively? 相似文献
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This article assesses the effects of home computers on school performance, and examines inequalities in educational payoff among those children who have home computers. We find that having a home computer is associated with higher test scores in mathematics and reading, even after controlling for family income and for cultural and social capital. However, children from high socioeconomic status (SES) homes achieve larger educational gains from home computers than do lower SES children. Boys' performance advantage is larger than girls'. Ethnic minorities gain far less of a performance boost than whites. Home computing may generate another 'Sesame Street effect' whereby an innovation that held great promise for poorer children to catch up educationally with more affluent children is in practice increasing the educational gap between affluent and poor, between boys and girls, and between ethnic minorities and whites, even among those with access to the technology. 相似文献
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Alex Attewell 《Prospects》1998,28(1):151-166
Conclusion Florence Nightingale once quoted from an address on education delivered at the Universities of St Andrew's and Glasgow, which
perfectly reflected her own standpoint: ‘[…] education is to teach men not to know, but to do’ (Nightingale, 1873, p. 576).
It would seem fair to judge Florence Nightingale's contribution to education by the practical effect which her reforms had.
A letter written to her by Benjamin Jowett should stand as her epitaph:
There was a great deal of romantic feeling about you 23 years ago when you returned home from the Crimea […] and now you work
on in silence, and nobody knows how many lives are saved by your nurses in hospitals; how many thousand soldiers […] are now
alive owing to your forethought and diligence; how many natives of India in this generation and in generations to come have
been preserved from famine and oppression and the load of debt by the energy of a sick lady who can scarcely rise from her
bed. The world does not know all this or think about it. But I know it and often think about it (31 December 1879).
Original language: English
Alex Attewell (United Kingdom)
Assistant curator of a hospital museum in the west of England before joining the Florence Nightingale Museum, London, in 1989.
He became an Associate of the Museums Association in 1993 and Curator of the Florence Nightingale Museum in 1994. He often
lectures, gives broadcasts and organizes temporary exhibitions in the area of his expertise. 相似文献
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