高职医学院校排球课程的现状研究--以福建省四所高职医学院校为例

通过文献资料法、问卷调查法、数理统计法、访谈法等研究方法,对福建省4所高职医学院校的排球课程的现状进行调查分析。研究表明:福建省高职医学院校的排球课程要进一步完善课程设置,加强医体融合的建设,教师要优化教学方法和手段,提高排球课程的吸引力。同时,各高职医学院校应正确认识排球课程改革和发展的影响因素,进一步提升排球课程在人才培养和专业建设中的作用。     

专利网络分析在技术路线图中的应用

 简单介绍技术路线图的概念及绘制过程中存在的缺陷,提出可以将专利网络分析引入技术路线图中的想法。并在此基础上研究专利网络分析在技术路线图绘制中具体的实施办法和有可能带来的好处。最后,以美国的部分专利为例并利用分析工具Pajek作专利网络分析实施和应用的实证研究。     

基于专利引文分析的时间线技术

在对专利引文可视化技术现状进行分析的基础上,将基于引文分析的时间线技术运用到专利文献的可视化分析。详细阐述该技术的理论依据、设计思想,并用美国专利数据库中的DVD激光头专利进行技术应用,证明该技术能揭示专利文献中的技术热点及其发展演变,并挖掘关键技术。     

女子花剑团体赛得失分技术分析

归纳、筛选女子花剑团体比赛中主要的得分技术指标,统计分析运动员的得分技术动作,了解重点运动员的作战风格,引导运动员全面掌握得分技术,同时发挥技术特长,提出实战中应根据双方的技术和体能特点进行技战术安排等观点,为把握项目的技战术特点和针对性训练提供参考依据。     

香港科技大学学生事务工作研究及其启示

在学生发展理论的指导和市场经济的作用下,香港科技大学的学生事务工作形成了比较成熟完善的思想和体系,在机构设置、文体活动组织、就业指导、奖学金提供等方面贯穿了"全人教育"、"以学生为本"的工作理念。本文介绍了香港科技大学学生事务工作机构的设置、工作内容及特点等,以期为内地大学学生事务工作改革和发展提供启示。     

建构扶困助学通道努力实现教育公平——无锡职业技术学院扶困助学工作实践

扶困助学工作关系到学生公平、全面的发展,关系到学院的稳定和社会的安定,是一项复杂而艰巨的工程。因此,无锡职业技术学院一贯重视和加强扶困助学工作,通过开设"绿色通道"、"奖、贷、勤、减、助"、对优秀贫困生毕业时优先推荐就业等多种帮扶措施,确保每一位贫困学生不因家庭经济困难而辍学,积极有效地开展了扶困助学工作。     

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools*

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.     

The perpetrators of medical child abuse (Munchausen Syndrome by Proxy) – A systematic review of 796 cases

IntroductionLittle is known about the perpetrators of medical child abuse (MCA) which is often described as “Munchausen’s syndrome by proxy” or “factitious disorder imposed on another”. The demographic and clinical characteristics of these abusers have yet to be described in a sufficiently large sample. We aimed to address this issue through a systematic review of case reports and series in the professional literature.MethodA systematic search for case reports and series published since 1965 was undertaken using MEDLINE, Web of Science and EMBASE. 4100 database records were screened. A supplementary search was then conducted using GoogleScholar and reference lists of eligible studies. Our search yielded a total sample of 796 perpetrators: 309 from case reports and 487 from case series. Information extracted included demographic and clinical characteristics, in addition to methods of abuse and case outcomes.ResultsNearly all abusers were female (97.6%) and the victim’s mother (95.6%). Most were married (75.8%). Mean caretaker age at the child’s presentation was 27.6 years. Perpetrators were frequently reported to be in healthcare-related professions (45.6%), to have had obstetric complications (23.5%), or to have histories of childhood maltreatment (30%). The most common psychiatric diagnoses recorded were factitious disorder imposed on self (30.9%), personality disorder (18.6%), and depression (14.2%).ConclusionsFrom the largest analysis of MCA perpetrators to date, we provide several clinical recommendations. In particular, we urge clinicians to consider mothers with a personal history of childhood maltreatment, obstetric complications, and/or factitious disorder at heightened risk for MCA. Longitudinal studies are required to establish the true prognostic value of these factors as our method may have been vulnerable to publication bias.     

浅谈高校科技创新团队的建设和管理

以高校科研创新团队的建设和管理为研究对象,通过查阅和研究相关中外文献,介绍我国高校科研创新团队的定义、特点和运作现状;归纳出高校科研创新团队建设的关键要素,提出从制度建设、评估体系、激励机制以及资源分配方式等四个管理要点来加强与优化高校科技创新团队的建设和管理;介绍中山大学创新团队建设和管理的经验,提出组建高校创新联盟以实现高校科技创新团队的可持续性发展。     

From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge

Abstract

The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers’ techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching–learning process respond to intrinsic aspects, such as teachers’ knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.