短道速滑运动员不同临场决策视觉搜索特征的实验研究

短道速滑比赛过程紧张而激烈,在不同临场决策,如启动加速、领滑、跟随滑行、超越、配合等技战术的运用和发挥时,都需要运动员对周围 环境进行观察判断。视觉信息提取的不同模式可准确反映出运动员在比赛中不同临场情境时采取不同技、战术策略。因此,记录短道速滑运动员 在运动训练或比赛过程中不同临场决策的眼动模式,有利于提供有效训练的模式和策略。     

单片机系统的电磁干扰及电磁兼容设计

通过对单片机系统的电磁干扰进行分析,确定产生干扰的主要原因,进而对单片机系统的元器件布局、布线、滤波和屏蔽等方面进行分析,给出了降低系统干扰、提高电磁兼容性能的措施。     

不确定需求下企业资本结构的选择

企业的融资决策与其在产品市场上的经营决策是密切相关的,企业提高债务能够使其在产品市场竞争中拥有策略优势。但在不确定性需求下,需求的波动将会使企业都选择高负债的资本结构,企业陷入了提高负债的“囚徒困境”,从而使得企业破产风险增大。     

An integrative review of in-class activities that enable active learning in college science classroom settings

ABSTRACT

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.     

试论个性发展的学校职业指导

学校的职业指导主要有升学/就业指导和个性发展指导两种模式,两种模式各有其产生的背景和适应的范围。前者是当今职业指导的主要模式,后者则是职业指导今后发展的趋势,也是理想职业指导的追求,其实施需有一定的保障条件。     

Factors affecting placement decisions of children following short-term emergency care

Case files of 424 residents at an emergency treatment center for abused and neglected children were used to generate a beginning set of variables which, in combination, predicted whether or not children from the center would be discharged to their natural family environment. Variables with descending order of predictive significance were place from which the child was admitted, the length of time spent in treatment, the age and the race of the child, Other variables--the number of siblings, the child's sex and the presence of physical/sexual abuse--did not approach significance.     

Rhetoric and the writer's profile: Problematizing directed self-placement

Open enrollment and walk-in advising at two-year colleges make placement assessment a continual, year-round process, effectively prohibiting the use of placement processes like entrance portfolios. On the grounds of expediency, many two-year institutions have turned to computerized editing tests such as COMPASS for placing entering students into writing courses, even though such tests do not directly measure writing. Forgoing placement assessment entirely through directed student self-placement, such as that described by Royer and Gilles, has also become an attractive alternative for some institutions. Beginning with the premise that assessment is a rhetorical act, the authors describe their reasons for resisting computer editing tests and suggest possible problems with using only directed student self-placement in open access institutions. They then describe a placement process, the Writer's Profile, which they developed. A sample student profile is presented to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation. The authors argue that the form of assessment chosen is important because as a rhetorical act assessment affects curriculum, pedagogy, faculty development, and even the surrounding community's expectations and perceptions of college writing.     

Career development of English female head-teachers: influences,decisions and perceptions

This paper presents findings from a study examining the career development experiences of female head-teachers in the south of England. Adapting a three-stage career model, the study examined different stages of the women’s lives and careers in order to understand what encouraged and influenced them to become educational leaders and how their experiences shaped their perceptions of headship. The study used semi-structured life story interviews to generate rich accounts of women’s lives from childhood. Findings suggest that parents exerted significant influence on the participants’ values and ambitions, while teachers influenced their career choices. Their perceptions of headship developed and changed over time, transforming from feelings of shock at the reality and the complexity of headship to control and confidence that increased over first, second and third headships.     

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made.     

Probing the Effects of Policy Changes by Evaluating Circulation Activity Data at Columbia University Libraries

Circulation data sets at Columbia University Libraries were organized, analyzed, and visualized by examining types of patrons and their circulation activities. Patrons examined included: Graduate students, Undergraduate students, Officers and Faculty, and Visitors. Circulation activities are defined as: charges, renewals, holds, and recalls. Policy decisions, usage patterns, and learning curves were detected system-wide, and those concerning loan periods and borrowing permissions impacted activity immediately. The data validated common understandings of usage patterns and verified that faculty hold books longest, that overall activity has declined, and that patrons have adapted to online transactions. This article discusses academic years 2003–04 to 2009–10.