Test takers’ strategy use and L2 Chinese reading test performance in mainland China: A structural equation approach

This study investigates the relationships between test takers’ cognitive, metacognitive and affective strategy use and their Chinese reading test performance. A total of 552 test takers who were learning Chinese as a second language (L2) in universities in mainland China completed a high-stakes reading test and a self-reported strategy use questionnaire. Structural equation modeling analysis indicated that only cognitive strategy use directly influenced Chinese reading test performance while both metacognitive and affective strategy use did so in an indirect way. In addition, affective strategy use had direct effects on both metacognitive and cognitive strategy use. Metacognitive strategy use exerted a strong and direct effect on cognitive strategy use. The findings provide insight into the nature of strategy use as applied in L2 Chinese test contexts, especially affective strategy use, which has been less explored in literature. Implications of the findings are discussed for L2 Chinese language teaching and test validation.     

商标合理使用:理论探赜与我国制度建构

作为商标侵权的一种抗辩事由,合理使用理论产生于美国1946年《兰哈姆法》的规定,成形于1992年"街边新仔"一案的判决。此后,在"海滩男孩"案的判决中,商标合理使用理论得到发展与完善。美国的立法与判例确立了两类商标合理使用,即"第一含义合理使用"与"第二含义合理使用",两者适用的对象不同、构成的要件不一。商标合理使用制度应当在我国《商标法》中予以确立,具体来说,首先要区分两类合理使用行为,然后再对其适用对象与构成要件分别作出明确规定。     

城市土地集约利用潜力宏观评价探讨——以内蒙古包头市为例

主要从总体上分析城市土地集约利用的状况与潜力趋势的宏观评价，在城市土地利用结构优劣的评价中具有中，微观评价不可替代的独特性，是中，微观评价的基础。从城市土地空间布局，利用程度，使用效率，土地投入强度与可持续性等方面建立评价指标体系，通过城市间的比较，揭示城市土地使用效率的差异，并提出进一步提高城市土地使用效率的途径和措施，是城市土地利用潜力宏观评价的一般范式。     

A multivariate latent growth curve analysis of adolescent substance use

This article demonstrates a multivariate latent growth curve methodology (LGM) for analyzing longitudinal adolescent substance use data. Hypotheses concerning the form of growth in substance use, individual differences in the common trajectory over time, and covariates influencing growth were tested. Significant linear increases existed for alcohol, cigarette, and marijuana use. Second‐order multivariate extensions of LGM indicated that associations among the individual differences parameters of the various substances could be adequately modeled by a higher order substance use construct. Family status, parent‐child conflict, peer encouragement for substance use, parent substance use, and age significantly influenced initial levels of use. Peer encouragement, change in peer encouragement, change in parent‐child conflict, age, and gender significantly influenced development of use. These findings support the influence of families and peers on the development of adolescent substance use and demonstrate the utility of multivariate extensions of LGM in the analysis of longitudinal data.     

Acculturation, substance use, and deviant behavior: examining separation and family conflict as mediators

This longitudinal study examined how separation and family conflict mediated the effects of two acculturation variables (English language use and generational status) on substance use (alcohol, tobacco, and marijuana use) and deviant behavior outcomes in a Mexican American high school age sample. Structural equation modeling indicated that separation was a significant mediator of the relationship between acculturation and alcohol use, tobacco use, and deviant behavior. Family conflict mediated the effects of acculturation on marijuana use and deviant behavior. Model comparisons across gender groups suggested that generational status was an influential acculturation measure for females but not males. Additionally, English language use maintained a direct effect on marijuana use among females, whereas this relationship was mediated by separation for males.     

保定市土地整理研究

针对保定市土地利用中明显存在的两大问题：城市用地增长快于城市人口增长,土地利用率不高、城市用地结构不合理,进行实地调查取证并整合数据、向职责部门咨询、查阅现行政策法规及相关资料,在此基础上,从土地利用对经济发展的影响角度,对保定市土地整理中存在的问题进行探讨,提出相应的对策。拟通过合理的土地规划,建立可持续发展经济模式,使土地资源在城市建设过程得到充分合理的利用,提高土地资源的利用效率。     

Testing Role Models’ Differential Effect on Use of Aggressive Compliance Gaining Strategies

Using a repeated measures design, this empirical study confirmed that a differential relationship exists between significant role models’ use of aggressive compliance gaining strategies (ACGS) and an individual’s use of the same in romantic and non-romantic interactions. As expected, peer use was found to have the strongest relationship to individual use of ACGS with romantic partners. Unexpected was the similarity in strength of parent and peer use to individual use of ACGS with non-romantic partners. Relevance and opportunity are mechanisms used to explain role model impact as an antecedent variable of ACGS use. Future studies to advance theory regarding aggressive communication are discussed.     

Teacher capacity for and beliefs about data-driven decision making: A literature review of international research

Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning.     

方言在社会新闻中的使用

本文探讨方言在社会新闻中的使用情况,分析方言在社会新闻中使用的现实意义,剖析方言在社会新闻中的使用存在的主要问题,并提出如何在社会新闻中合理使用方言的几点建议。虽然方言在社会新闻中的使用存在诸多问题,但新闻工作者如果从我国的实际国情出发,扬长避短,合理恰当地在社会新闻中使用方言,就能发挥方言作为自然语言的独特作用。     

青少年自恋人格与问题性社交网络使用的关系:链式中介作用分析

为考察青少年线上积极自我呈现、社交网络使用强度在自恋人格与问题性社交网络使用关系间的链式中介作用,采用自恋人格问卷、问题性移动社交网络使用评估问卷、社交网站自我呈现问卷和社交网络使用强度问卷对1804名中学生进行调查。结果表明:(1)自恋人格、线上积极自我呈现和社交网络使用强度均对问题性社交网络使用有直接正向预测作用;(2)自恋人格对问题性社交网络使用的影响通过三条中介效应实现:线上积极自我呈现的中介效应、社交网络使用强度的中介效应,以及线上积极自我呈现与社交网络使用强度的链式中介效应。     

A basic model of integration of ICT by teachers: competence and use

The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT.     

Elementary teachers' use and perception of rewards in the classroom

In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally.     

The effects of mandatory and optional use on students' ratings of a computer-based learning package

Continuing developments in educational technology and increasing undergraduate numbers in the UK have facilitated the use of computer‐based learning packages. One of the effects of the increasing use of these packages is the shift in teaching of material from being primarily lecturer‐led to student‐driven. This has a number of implications concerning using the package, since it is quite likely that students will be working in isolation, and the use of the package may be mandatory or optional. In this study we report on the usefulness ratings of a software package for undergraduate use within the context of whether or not students choose to use it. Level 1 students and lecturers in Economics were surveyed at three UK universities. Findings indicate that students whose use was mandatory rated the learning package as more useful than those whose use was optional. Reasons for non‐use centred on lack of instruction and on student apathy. These results have important implications for the use of computer‐based learning packages and for understanding user attitudes.     

Differential Use of Elementary Science Kits

The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.     

基于3S技术的土地利用研究进展与展望

目前,遥感技术(RS)、地理信息系统技术(GIS)和全球定位技术(GPS)共同组成的3S技术成为分析土地利用时间和空间上动态变化的重要技术手段.本研究总结了3S技术在土地利用景观格局变化、土地利用潜力与适宜性评价、土地利用变化驱动力分析、土地利用变化动态模型及土地利用生态效应等方面所取得的研究成果,指出3S技术在土地利用空间尺度效应研究中的运用、与其他传统的决策分析方法的有机结合、在土地利用动态变化研究中的运用及与其他模型的有机结合等方面具有广阔的前景.     

Deaf persons and computer use

Deaf person's computer use was studied (N = 227). Respondents self-administered a survey in their preferred language (voice, American Sign Language, captions, or printed English). A small nonparticipant sample was also recruited. Demographics were consistent with those in other studies of deaf people: 63% of respondents reported computer use, mostly at home; 50% of nonparticipants reported computer use. Subjects with hearing loss due to meningitis were less likely to use computers (p = .0004). Computer use was associated with English usage at home (p = .008), with hearing persons (p = .002), and with physicians and nurses (p = .00001). It was also associated with the use of Signed English as a child to communicate (p = .02), teacher use of Signed English (p = .04), and teacher use of ASL (p = .03). Two thirds of respondents reported using computers, though nonresponder data suggested less use among all deaf persons. Computer use was associated with English use and inversely associated with hearing loss due to meningitis.     

重庆市土地利用时间动态变化特征及原因分析

基于2003-2009年土地利用类型数据,在分析重庆市土地利用时间动态变化特征及原因的基础上得出结论：土地利用类型以耕地、林地为主,但变化较大;耕地、未利用地呈现下降趋势,而园地、林地与建设用地增幅较大;土地利用综合度指数稳定在245246之间,虽利用强度较大,但仍有提升空间;土地利用多样化指数与均匀度指数逐渐变大,而优势度指数逐渐变小,说明土地利用程度增强,土地覆被破碎化趋势明显;城镇建设用地扩张、农业结构调整与生态退耕、三峡库区水体淹没是导致重庆市土地利用类型发生变化的主要原因．基于此,应强化土地的科学有序利用,提高土地利用效益的综合水平．     

Effects of a data use intervention on educators’ use of knowledge and skills

Data use is increasingly considered to be important for school improvement. One promising strategy for implementing data use in schools is the data team intervention. Data teams consist of teachers and members of the school leadership team, who collaboratively analyze and use data to solve an education-related problem at the school. This mixed-methods study aims at measuring the effects of working in a data team on the application of data use in ten secondary schools by using questionnaires and case study interviews. The results show that at the end of the intervention period, educators on the data teams did not apply data use more often for accountability actions, but seemed to be more aware of data use for school development and instruction. Furthermore, it seemed that the teachers made a start at applying data use for instructional actions.     

The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom

Evidence shows that teachers’ use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers’ ICT use inside and outside the classroom. Data from a questionnaire administered to a nationwide sample of 6932 teachers in Chile was used to characterise their activities and perceptions associated with ICT. Multiple regression analyses were applied to determine relationships between them. The findings show first, that teachers use ICT more frequently outside the classroom for class preparation; second, that their perceptions of ICT impact on professional practice is the main factor associated with their use of ICT inside and outside the classroom; third, that less experienced teachers use communication tools with colleagues and students more often; and finally, that there is a need to examine teachers’ use of (ready-made) Internet resources.     

Prospective Relationships Between Ethnic Discrimination and Substance Use by Mexican-American Adolescents

Guided by the integrative model (García Coll et al., 1996), this study examines prospective associations between perceived ethnic discrimination by peers, parental support, and substance use from 7th to 11th grades (M_age = 12.3–16.3 years) in a community sample of 674 Mexican-American adolescents. Results from a cross-lagged panel model indicate that discrimination predicts relative increases in adolescent substance use. Results also revealed a transactional relation between substance use and supportive parenting over time. Supportive parenting was associated with reductions in substance use, but adolescent substance use also predicted lower levels of later parental support. The findings suggest reducing discrimination by peers and supportive parenting as potential targets for intervention in the prevention of substance use.