体育活动作为考试应激的应付方法研究

选择特定的考试应激情境，使用心境状态量表（POMS）和锻炼感觉量表（EFI），通过实验比较的方法，目的为研究体育活动作为应付方法降低考试应激的效果，实验结果表明，参与体育活动能够有效地降低考试后产生的应激反应，改善心境状态；体育活动时心境状态的改善与运动愉快感的产生之间存在显著意义的相关关系。     

From writing to publishing: A model for program development

Continuing education is becoming essential to the publishing profession. In this article, Ann Cowan describes the advantages of using university programs for noncredit education to support courses in publishing. These programs permit access to the resources of the industry and enable the university to serve publishers’ educational needs. Ann Cowan is associate dean of Continuing Studies at Simon Fraser University and codirector of the Canadian Centre for Studies in Publishing. A graduate of the University of Toronto, she completed her master’s thesis onThe Canadian Forum at Carleton University. She was a general editor at the National Museum of Man before moving to Vancouver, where she initiated the Writing and Publishing Program at Simon Fraser University. Address for correspondence     

文艺理论:世纪之交的回顾与反思——评《文艺学百年》

:《文艺学百年》是一部从学理层面对 2 0世纪的中国文学的发展历程作“全景”式回顾与总体性反思的力作。著作者对中国百年文艺学的“两次转型”进行了大写意式的归纳和总结 ,为新世纪的文艺理论的繁荣和发展提供了宝贵的经验和教训。     

A study of untrained models for multimodal information retrieval

Operational multimodal information retrieval systems have to deal with increasingly complex document collections and queries that are composed of a large set of textual and non-textual modalities such as ratings, prices, timestamps, geographical coordinates, etc. The resulting combinatorial explosion of modality combinations makes it intractable to treat each modality individually and to obtain suitable training data. As a consequence, instead of finding and training new models for each individual modality or combination of modalities, it is crucial to establish unified models, and fuse their outputs in a robust way. Since the most popular weighting schemes for textual retrieval have in the past generalized well to many retrieval tasks, we demonstrate how they can be adapted to be used with non-textual modalities, which is a first step towards finding such a unified model. We demonstrate that the popular weighting scheme BM25 is suitable to be used for multimodal IR systems and analyze the underlying assumptions of the BM25 formula with respect to merging modalities under the so-called raw-score merging hypothesis, which requires no training. We establish a multimodal baseline for two multimodal test collections, show how modalities differ with respect to their contribution to relevance and the difficulty of treating modalities with overlapping information. Our experiments demonstrate that our multimodal baseline with no training achieves a significantly higher retrieval effectiveness than using just the textual modality for the social book search 2016 collection and lies in the range of a trained multimodal approach using the optimal linear combination of the modality scores.     

Pre-service teachers’ mathematical reasoning as an imperative for codified conceptual pedagogy in algebra: a case study in teacher education

Through the use of taped interviews, the reasoning level of eleven (11) pre-service teachers relative to selected concepts in Algebra was ascertained. Yumus’ (2001) levels of reasoning were applied as a guide, namely: (a) Level 1: Unable to produce any reasoning, (b) Level 2: Have awareness of the models, known facts, properties and relationships to be used but cannot produce any arguments; (c) Level 3: Able to produce some reasoning although the arguments are weak and (d) Level 4: Able to produce strong arguments to support their reasoning. Using this guide it was found that of the 121 responses given, 47.1% were at level 1, 29.8% at level 2, 16.5% at level 3 and only 6.6% were at level 4. The most difficult problem proved to be converting repeating decimals to fractions, while the easiest was on finding the value of x0. As a whole, the reasoning ability of the respondents, based to their average reasoning ability on the given tasks, indicate that 73% was low, 27% was moderate and that nobody had a high level of reasoning. Assessments followed as to the factors contributing to this situation and possible solutions.