图档博领域的智慧数据及其在数字人文研究中的角色

近年来,随着“大数据”的飞速发展,一个重要却鲜为人知的概念“智慧数据”应运而生,智慧数据已经并将持续在数字人文领域发挥巨大作用。图书馆、档案馆和博物馆（简称“图档博”）所拥有的数据资源是数据时代各个领域,尤其是数字人文领域的无价之宝。如果采纳大数据的模式和思维方式、智慧数据的实现方式,以非结构化数据到结构化数据的组织和整合过程为手段,产生机器可理解并可采取行动的、一源多用、高效率运作的数据,图档博以及相关行业将携带这些丰富的资源进入数字时代的主流。本文在阐释智慧数据的概念、方法论的转变、数字人文及其与图书馆关系的基础上,通过一些范例来展示信息服务的新思路,特别是针对文本型和非文本型原始数据的结构化和语义化处理新方法,由此证明:在语义网和大数据时代,图档博机构不仅是智慧数据的提供者也是直接受益者,智慧数据建设不仅能有效促进数字人文的发展,也将成为图档博机构最重要的新兴工作。     

The accuracy of teacher predictions of student reward preferences

This study investigated the accuracy of teacher predictions of student reward preferences on the Children's Reinforcement Survey Schedules. Student-participants were 49 5th and 6th graders. Correlation coefficients calculated for each student-teacher pair indicated that teachers were only moderately successful in selecting rein-forcers consistent with individual student self-selections. Teachers as a group predicted the reward preferences of students as a group with a high degree of accuracy, however. The correlation between teacher selections and the reward preferences of girls was higher than that between teacher selections and the preferences of boys as a group. Comparison of teacher and student choices suggested that teachers tended to overrate the popularity of certain classroom-related rewards. Findings suggest that students need to be involved in selecting their own rewards when planning behavioral interventions, and that for some students, particularly boys, rewards available outside the classroom may be most effective in changing behavior.     

Teacher use of evidence to customize inquiry science instruction

This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010     

Scholarship as intervention: critique,collaboration and the research imagination

Following Scott (this issue), this paper examines how environmental education researchers might intervene to greater effect in the policies and practices of our governments and local and international organizations through individual and collective programmes of research. Suggesting that public scholarship or academic activism can engage a wide spectrum of genres and outcomes of research activity, the paper proposes that what stands out are not the methods employed in seeking to have research ‘be of use’, but instead what can be termed modes of engagement. These can be described as including interpretive critique or ‘speaking truth to power’, public space and collaboration, and the role of research imagination in social life. These three modes are discussed with the hope that researchers will consider their possibilities and implications in working towards more powerful public scholarship in environmental education.     

Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.     

Developmentally Effective Experiences for Promoting Self-Authorship

ABSTRACT—Many national studies have identified types of experiences that are associated with enhancing college students' learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and respond to life's complexities and prepare for future civic, occupational, and family roles. The focus of this exploratory study is on those experiences that had a positive impact on college students' development toward self-authorship ( Baxter Magolda, 2001 ; Kegan, 1994 ). Using interview data from the Wabash National Study of Liberal Arts Education, we analyzed 300 selected experiences from 174 students. We found that students' approaches to interpreting and understanding their experiences was the major student characteristic that affected their learning (the effect of the experience). We then mapped these findings onto a sequenced developmental curriculum designed to promote self-authorship.     

Children's Initial Responses and Beyond: Effects of Niceness and Similarity on Preference,Giving, and Memory

This study assessed children's preference, giving, and memory to investigate the impact of social information over time. We compared 5- and 6-year-olds’ (N = 144) immediate or delayed responses to an individual who does or does not share their toy preference (similar vs. dissimilar) or an individual who treats others kindly or poorly (nice vs. mean). Immediately, children all preferred the similar or nice characters but gave more stickers to the similar character. This strong initial effect of similarity was not evident after 1 week; children's preference, giving, and memory reflected a greater long-term impact of niceness than similarity. These findings highlight the importance of using multiple features and measures to elucidate children's evolving views about others.     

MY MOTHER,YOUR MOTHER: EMBRACING “SLOW MEDICINE”: THE COMPASSIONATE APPROACH TO CARING FOR YOUR AGING LOVED ONES By Dennis McCullough

Dysphagia, or disordered swallowing, is explained relative to normal swallowing. Social, psychological, medical, and economic consequences of dysphasia are discussed with note of the particular prevalence of the disorder among the elderly. A multidisciplinary team approach to treatment is presented with roles of the various professionals defined. Case studies demonstrating the benefits of treatment are presented.