论康德的道德自由与德性论

理性与自由是康德伦理学的重要概念,如若把康德的“理性”概念分为理论理性和实践理性,那么他的“自由”概念同样也可分为理性的自由和道德的自由。理论理性和理性的自由是属于思辨哲学研究的范畴,实践理性和道德的自由是属于伦理学研究的范畴。在康德看来,道德自由是人的道德活动之原因,德性是人的道德活动之结果。因此,在康德伦理学中道德自由与德性之间有着内在的逻辑联系,不仅如此,这种道德自由与德性之内在的逻辑联系恰恰体现着康德理性主义伦理思想的精神内涵。     

Faculty development in medicine: A field in evolution

This article focuses on the evolution of faculty development in medicine. Of note, improving teaching in medical education is not a new concept. At a minimum, it was seriously discussed by pioneers like George Miller and Steve Abrahamson as early as the 1950s [Simpson & Bland (2002). Stephen Abrahamson, PhD, ScD, educationist: A stranger in a kind of paradise. Advances in Health Science Education Theory Practice, 7, 223–234]. By 2005, significant numbers of medical school faculty have participated in teaching improvement methods [Clark et al. (2004). Teaching the teachers: National survey of faculty development in departments of medicine of US teaching hospitals. Journal General Internal Medicine, 19, 205–14]. Yet, views of the importance and value of faculty development have evolved slowly. Fortunately, we are now in a more receptive era for program developers to assist faculty in their difficult roles.     

A Comparison of Knowledge Obsolescence of Graduating Seniors and Practitioners in the Field of Physical Education

Abstract

The issue of defining and measuring professional obsolescence among physical educators is examined through a comparison of the current knowledge base of graduating physical education seniors and physical education practitioners in Pennsylvania. In a previous study, the “Inventory of Recent Knowledge in Physical Education,” a 260-item sample of current knowledge as defined by content experts was developed by the authors and administered by mail to the population of 2,737 male professional members of the public school districts' departments of physical education in Pennsylvania. In the present study, results from the first study were compared with those from an administration of the same instrument to 462 female and male physical education majors graduating from nine Pennsylvania higher education institutions. Both studies employed multiple-matrix procedures for item-person sampling and data analysis. An analysis of the results for both groups showed essentially similar performance profiles on the Inventory. Average scores of the two groups tended to be low and neither met preestablished minimum standards for defining up-to-date or nonobsolete performance. These results point to a clear conflict between what experts think up-to-date persons in the field of physical education should know and the knowledge performance of practitioners and students.     

Reading disability and chromosome 6p21.3: evaluation of MOG as a candidate gene

Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved.     

试论提升当代大学生职业素养之“三从三以”法

职业素养是当代大学生核心竞争力的一个方面,是社会评价大学生综合素质的一项指标。通过从"遵纪守法、诚实守信、爱校爱家"做起和以"实习生态度、主人翁精神、亲友的真心"的"三从三以"法给予引导,可以提升大学生的职业素养。     

Experiences of instructors in online learning environments: Identifying and regulating emotions

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.     

基于人物关系的信息资源组织研究

文章介绍人物关系挖掘的发展现状,重点分析存在的问题,提出应以名称规范库为工具、围绕人物关系进行信息资源的组织,并具体阐述重构名称规范库的方法。