数字图书馆中多媒体馆藏与服务的建立

介绍岭南大学开发网上多媒体馆藏,并在香港开拓性地利用多媒体点播技术,通过互联网提供数字图书馆服务的实践。得出以下结论:多媒体技术对数字图书馆的影响无法估量,图书馆界应仔细研究和分析多媒体对数字图书馆的影响,充分发掘其潜能,并在引入多媒体服务的过程中,彼此分享经验,共建共享数字化资源。     

Acceleratory match-play demands of a Super Rugby team over a competitive season

The match-play demands of rugby union have increased over time, and these demands should be quantified so as to provide a basis for optimal player loading during training. The primary aim of this article was to quantify accelerations, decelerations, impacts and aggregated body demands during the first half of match-play in a Super Rugby team. The secondary aim was to determine whether these characteristics are position-specific. Thirty-three players were monitored for 14 matches using global positioning system units with inbuilt microtechnology. Players were grouped according to positional roles and data were analysed for those who completed the entire duration of the first half of a given match. Forwards sustained more (d = 0.44) high-intensity impacts and greater (d = 0.26) aggregated body demands, while backs had more moderate (d = 0.55) and heavy accelerations (d = 0.76), and moderate (d = 0.23) and heavy decelerations (d = 0.54). These differences suggest that conditioning and recovery strategies should reflect the physical demands placed on players in different playing positions. Forwards should be conditioned with a focus on impacts and require longer recovery for the same duration of playing time, whereas conditioning for backs should emphasise rapid accelerations and decelerations.     

Enhancing the quality of community learning experiences

An Experiential Learning Questionnaire was designed using a critical incidents technique, open-ended questions and rating scales based on propositions derived from Social Learning Theory. Administered to 218 students in eight Experience-Based Career Education programs in five states, the questionnaire sought to determine the characteristics of both good and poor learning experiences in the community. The study found factors which discriminated between good and poor learning experiences and between young men and women.Research for this study was sponsored by the Education and Work Program of the Northwest Regional Educational Laboratory (NWREL) under a grant from the National Institute of Education (NIE). The ideas and opinions in this paper do not necessarily reflect the position of NWREL nor NIE and no official endorsement should be inferred.This article is based on a presentation at the 1978 SFEE/NCPSIP annual convention.Readers interested in receiving a copy of the instrument used in thist study may obtain it by writing to the authors at NWREL, Education and Work Program, 710 S. W. Second Avenue, Portland, OR 97204.     

Reflection on Teaching: Types and Goals of Reflection

We describe an elaboration of an empirical cognitive model of reflection (McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999). Specifically, we explain 2 fundamental constructs in the model that were previously less well understood: goal and type of reflection.