Reengineering Academic Teams Toward a Network Organizational Structure*

This article examines student teamwork in the academic field from a structural perspective. Student teams are often prearranged and then left to organize themselves and get on with their work, without any further structural support; this, however, can become a negative experience on teamwork. A varied contribution among team members often occurs and unavoidably leads to friction and reduced performance. The aim of this project is to explore the main problems in academic teamwork and investigate tools that provide relevant solutions. We present the concept of network organizational structure and discuss how this can improve collaboration and communication. The main tools to achieve a structural transformation from the more traditional form of team organization to the fairer network form, and their implications are discussed.     

Peer feedback on college students’ writing: exploring the relation between students’ ability match,feedback quality and essay performance

There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.     

孤立与不结盟、盟友与敌人、竞争与合作——解析建构主义视角下的外交政策取向

从建构主义的角度分析无政府状态下一国外交政策应有三种不同取向。国家行为体的自我利益需求使该国在其特定文化观念中形成孤立与不结盟的外交倾向；国家行为体基于不同的认知形成不同的认知共同体，从而出现盟友与敌人的不同外交政策；国家行为体在认知上的超越及“属有性”个体差异则建构了合作与竞争的外交政策。这些不同的外交政策实际上是国家利益需求在一定时期的一种选择。     

In the eye of the beholder: The relationship between perceived peer language skills,provided peer feedback and peer grading in secondary education

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.     

蟋蟀基因组DNA提取方法

对直翅目蟋蟀总科部分种类酒精浸泡标本的基因组DNA进行了提取，样品经检测，谱带基本呈线形，无拖尾；OD(260／280nm)值86．11％在1．6—1．8之间。     

Peer feedback on academic writing: undergraduate students’ peer feedback role,peer feedback perceptions and essay performance

Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase.     

鸡场禽流感的诊断

本实验对某鸡场鸡群中出现的一种以呼吸道症状和产蛋下降为主要特征的疫情进行了临床症状和流行病学调查,对病死鸡进行了解剖检查并从病鸡病料中分离到一种病毒,通过血凝(HA)和血凝抑制(HI)试验、病毒中和试验(VNT)和琼脂免疫扩散试验(AGP)等方法对该病毒进行了签字。结果表明该次疫情为A型流感病毒感染。     

Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment

The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups.     

基于网形的配电网故障判断、隔离与恢复

介绍了基于网形的故障区域判断方法,并论述了配电开闭所和馈线协调配合的故障判断和隔离,给出故障后健全区域优化恢复的方案.     

The role of peer review in identity development for engineering education researchers

ABSTRACT

Peer review has been the focus of an ongoing study at a series of recent annual conferences of the Australasian Association for Engineering Education (AAEE). A further development of this study has been to explore the perspective/s of the authors of these conference papers and the impact that peer review can have on their development as researchers. This paper uses the identity-trajectory framework to illustrate relationships between peer review and academic identity construction for engineering education authors in the AAEE community. Participants’ responses illustrate how various aspects of responding to reviews and writing reviews for other authors, contribute to the development of the networking and intellectual strands of their academic identity as engineering education researchers. We suggest that members of the global engineering education community should be mindful of how they write their peer reviews of conference papers to ensure the opportunity to constructively contribute to their peers’ successful transition into this different research paradigm is not missed.