Positive effects of a programme on oral presentation skills: high- and low-proficient learners’ self-evaluations and perspectives

The study set out to facilitate tertiary learners’ development of oral presentation skills within the self-regulated-learning framework. A published, relatively comprehensive inventory of presentation (delivery) skills was adopted in this mixed methods study, which comprised pre- and post-programme self-evaluation questionnaires, post-programme interviews and field notes. The results demonstrated that the learners generally perceived both the three-month programme and the inventory to be conducive to their oral presentation skill development. Quantitative analyses revealed the higher number of areas of significant self-perceived improvement among the low-proficient learners (30 items) compared with that among the high-proficient learners (13 items); however, qualitative analyses unveiled the paradoxical phenomenon that the lower increment in high-proficient learners’ ratings suggests their reflective abilities to learn from observation and their greater awareness to identify areas for improvement. These substantiate that the programme and the inventory have benefited the low- and high-proficient learners in different fashions.     

试述社区环境对学校体育的影响

综合赴国外考察的有关材料,对我国社区环境与学校体育之间的关系进行探讨,就社区环境对学校体育影响的一些要素进行分析,提出学校体育改革与发展的几点建设性意见。     

Broadcasting

May Shiers' Bibliography of the History of Electronics (Metuchen, N.J.: Scarecrow Press, 1972—$8.50)

R.F. Pocock and G.R.M. Garratt's The Origins of Maritime Radio: The Story of the Introduction of Wireless Telegraphy in the Royal Navy between 1896 and 1900 (London: Her Majesty's Stationery Office, 1972—about $2.50, paper)

Art Chipman's KMED: The First Half Century (KMED, P.O. Box 10, Medford, Oregon 97501 —$1.00, paper)

Anthony B. Neany Sr.'s Radio-TV Hypnosis: Mass Killers of Jobs and Gross National Product (Brooklyn: Pageant-Poseiden Ltd, 644 Pacific St., 1972—$5.95)

Marvin Kitman's The Marvin Kitman TV Show (New York: Outerbridge & Lazard, 1972—$5.95)     

人体工学课桌椅的设计原理

人体工学课桌椅的设计，从人体工学的原理出发，通过保持人体脊椎的自然挺直及视觉角度，自觉地保持了学习的视距，从而有效地防止近视眼的发生，也有效地防止了脊椎劳损。     

我国"独立制片"现状分析

独立制片生产投入小,宣传发行难,创作和宣发方式自由,对市场的反应很敏锐。中国的独立制片在政策上拥有了一定的发展空间,但还只是刚刚起步,远没有形成旺盛的生长态势,作为一种不容忽视的存在,中国的独立制片的影响已经越来越广泛。     

论汉画像的文化渊源及其时空观

汉代画像，体现了汉代人朴素的时空观。他们的思想自由出入于凡间与神界，穿行于神话丛林和历史丛林之间，蕴涵着丰富的日常生活信息，还有丰富复杂的神话和历史信息。其中，阴阳五行学说的盛行、楚化的影响、道家思想的广泛传播等诸多因素导致汉画像时空观的形成。     

VOD远程教学系统解决方案研究

该文介绍了VOD远程教学系统及其实现中的关键技术,并提出了解决方案。     

Taxonomies of higher educational institutions predicted from organizational climate

An important step in the process of organizational research is its classification into meaningful taxonomies (McKelvey, 1975). This article briefly describes the application of Jones and James' (1979) Perceived Climate Questionnaire involving senior-level staff from Australian higher educational institutions. Discriminant analysis using climate factors as the basis for testing hypothesized taxonomies of these organizations, involving leadership, work group, and organizationwide attributes, demonstrates their ability to successfully predict logical groups of organizations in the sample. The results both reinforce the relevance of contemporary management theories and demonstrate the importance of leadership styles in further organizational effectiveness studies in higher education.     

Confusion and complex learning during interactions with computer learning environments

Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In fact, it has been proposed that impasses that trigger states of cognitive disequilibrium and confusion can create opportunities for deep learning of conceptually difficult content. This paper discusses four computer learning environments that either naturally or artificially induce confusion in learners in order to create learning opportunities. First, an Intelligent Tutoring System called AutoTutor that engenders confusion through challenging problems and vague hints is described. The remaining three environments were specifically designed to induce confusion through a number of different interventions. These interventions include device breakdowns, contradictory information, and false feedback. The success and limitations of confusion induction and the impact of confusion resolution on learning are discussed. Potential methods to help learners productively manage their confusion instead of being hopelessly confused are also discussed.