通过日志挖掘研究图书馆资源发现服务用户的搜索行为

通过日志挖掘的方法对图书馆资源发现服务用户的搜索行为进行研究。搭建一个搜索日志中间平台,用于产生和记录相关日志信息;用Java编写日志处理程序,将日志信息存储于MySQL数据库中;基于日志结果,从检索方式、查询语言与查询长度、分面点击、查询词修改等方面对用户搜索行为进行分析,希望能对图书馆资源发现服务的部署、应用和优化提供参考。     

Entrepreneurial effectiveness of European universities: An empirical assessment of antecedents and trade-offs

The phenomenon of entrepreneurial universities has received considerable attention over the last decades. An entrepreneurial orientation by academia might put regions and nations in an advantageous position in emerging knowledge-intensive fields of economic activity. At the same time, such entrepreneurial orientation requires reconciliation with the scientific missions of academia. Large-scale empirical research on antecedents of the entrepreneurial effectiveness of universities is scarce. This contribution examines the extent to which scientific productivity affect entrepreneurial effectiveness, taking into account the size of universities and the presence of disciplines, as well as the R&D intensity of the regional business environment (BERD). In addition, we assess the occurrence of trade-offs between different transfer mechanisms (contract research, patenting and spin off activity). The data used pertain to 105 European universities. Our findings reveal that scientific productivity is positively associated with entrepreneurial effectiveness. Trade-offs between transfer mechanisms do not reveal themselves; on the contrary, contract research and spin off activities tend to facilitate each other. Limitations and implications for future research are discussed.     

创业机会研究展望：基于文献计量的分析

通过文献计量对创业机会领域的现状加以分析并对未来研究前景做出预判.目前,创业机会领域研究的热点和前沿等尚缺乏实证的支撑,在创业机会理论框架下对创业机会研究文献进行梳理,并采用文献计量方法及可视化技术进行分析.结果表明,创业机会研究的学术关注度逐年攀升,创业机会领域基本建立作者和机构的学术共同体,机会识别是创业机会研究的热点,社会资本是机会识别与开发的核心解释变量,创业学习是创业机会研究的前沿领域,围绕创业资源的研究是创业机会领域的重点主题.最后针对创业机会未来的研究进行展望.     

Teacher classroom interactions and behaviours: Indications of bias

In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

Teachers’ resilience and well-being: a role for educational psychology

The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers.     

Measures used in assessing outcomes of school‐wide positive behaviour support

School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity.     

小鼠条件性电击社交恐惧行为模型的建立与评价

目的：建立稳定而特异性强的小鼠社交恐惧行为模型。方法：采用针对社交接触行为给予条件性足底电击（O．7mA,1S,1～5次）的方式建立小鼠社交恐惧模型。分别于电击后d2和d15检测小鼠的社交探究行为,以探究时间百分比（investigationtime％,1T％）为社交恐惧行为评价指标。分别采用小鼠高架十宁迷宫实验、明暗穿箱实验和强迫性游泳实验评价小鼠的广泛性焦虑行为和抑郁样行为。结果：在条件性电击后d2和d15的社交探究实验中,与非丰十交刺激（non．socialstimulus,NSS）组比较,条件性社交刺激（conditionedsocialstimulus,CSS）组小鼠IT％均显著减少。在小鼠高架十字迷宫实验、明暗穿箱实验和强迫性游泳实验上,CSS组与NSS组各行为指标差异均无显著意义。结论：采用条件性足底电击方式可成功建立小鼠社交恐惧行为模型,模型症状可持续至少2周,且不伴随广泛性焦虑行为或抑郁样行为,具有良好的稳定性和特异性。     

高职学生行为养成现状调查--以长江工程职业技术学院为例

目前高职院校学生行为养成教育值得关注,为摸清基础状况,以问卷调查的方式,针对长江工程职业技术学院土木系师生及部分思政课教师为对象,使用 SPSS社会科学统计软件系统,采取抽样调查,得出了关于高职生行为养成教育的态度认知效果、方式等结果。提出要充分发挥“教、学、管”的全员育人作用,建立有效的学生行为养成教育路径。     

大学生绿色消费认知、意向及行为实证研究——基于武汉市某本科高校的调查

现阶段,作为一种全新的消费方式和生活理念,绿色消费已成为绿色营销研究的一个重要领域。文章通过问卷调查法,以武汉市某本科高校的300名大学生为样本,调查大学生绿色消费观和消费行为现状。调查结果显示：大学生绿色消费认知不够全面和深入;大学生绿色消费意向已形成但水平较低;大学生绿色消费行为水平较低但前景广阔。基于调查结果文章指出,应从加强绿色消费教育、提升绿色消费认知、加强市场监管、提高产品质量并降低价格等方面推动大学生绿色消费。