名人代言目的地对旅游者态度和行为的影响

聘请名人担任形象代言人逐渐成为一种流行的目的地营销策略,但旅游学界对名人代言的研究才刚刚起步。采用准实验设计研究方法,以大学生为样本收集数据,使用结构方程模型检验了名人代言的主流范式“一致性假说”在旅游研究领域的适用性。研究发现：①名人/目的地一致性通过名人可信度影响旅游者的目的地态度和旅游意向,即旅游者感知到名人形象与目的地形象越一致,他们对该名人担任代言人的信任度就越高,进而就会对其代言的目的地形成好感并产生较强的旅游意向;②名人/自我一致性通过名人认同影响旅游者的目的地态度和旅游意向,即旅游者感知到名人形象与自我形象越相似,他们对该名人的认同度就越高,因而对其代言的目的地就会产生较好的态度和较强的旅游意向。     

“大思政”视野下专业教师任班导师工作研究——以福建工程学院为例

在知识更新空前迅速,信息传播瞬息万变的新形势下,面对一群充满活力,具有强烈的创新精神、时代精神和自我意识的大学生,专职思政干部由于自身专业“短板”原因,在从事学生思想政治教育过程中遇到的困难和挑战日益突出。专业教师担任低年级本科生班导师,发挥专业教师优势,通过参与大学生职业生涯规划、学科竞赛指导、学风建设、专业素养拓展以及日常管理等工作,融入学生中间,在教育、活动过程中成为大学生思想的引领者、学业和就业的指导者,有利于密切师生关系,提高思政教育工作成效。     

Pd/CeO2催化CO氧化活性对载体CeO2形貌的依赖效应

Pd纳米颗粒的氧化还原性能对Pd/CeO₂催化氧化反应的性能至关重要,且与Pd-CeO₂的界面结构密切相关.我们发现Pd/CeO₂的低温催化CO氧化活性高度依赖于载体CeO₂的形貌和暴露晶面.利用胶体沉积法,得到Pd/CeO₂八面体和Pd/CeO₂立方块两种催化剂.结果表明暴露{111}晶面的CeO₂八面体负载Pd催化剂的催化CO氧化活性远优于暴露{100}晶面的CeO₂立方块负载Pd催化剂.DFT理论模拟计算结果表明,催化剂表面的Pd物种的氧化还原活性可能决定催化剂的可还原性和催化活性:钯从氧化态到金属态的循环更容易在CeO₂(111)上进行,而这取决于Pd与载体CeO₂之间的相互作用.我们的结果表明,催化剂表面活性Pd物种的氧化还原性能对Pd/CeO₂的催化活性至关重要,可以通过调控载体暴露的晶面实现Pd与载体CeO₂之间的相互作用,最终实现对催化剂可还原性和催化活性的可控调变.     

Ergogenic effects of precooling with cold water immersion and ice ingestion: A meta-analysis

This review evaluated the effects of precooling via cold water immersion (CWI) and ingestion of ice slurry/slushy or crushed ice (ICE) on endurance performance measures (e.g. time-to-exhaustion and time trials) and psychophysiological parameters (core [T_core] and skin [T_skin] temperatures, whole body sweat [WBS] response, heart rate [HR], thermal sensation [TS], and perceived exertion [RPE]). Twenty-two studies were included in the meta-analysis based on the following criteria: (i) cooling was performed before exercise with ICE or CWI; (ii) exercise longer than 6?min was performed in ambient temperature ≥26°C; and (iii) crossover study design with a non-cooling passive control condition. CWI improved performance measures (weighted average effect size in Hedges’ g [95% confidence interval]?+?0.53 [0.28; 0.77]) and resulted in greater increase (ΔEX) in T_skin (+4.15 [3.1; 5.21]) during exercise, while lower peak T_core (?0.93 [?1.18; ?0.67]), WBS (?0.74 [?1.18; ?0.3]), and TS (?0.5 [?0.8; ?0.19]) were observed without concomitant changes in ΔEX-T_core (+0.19 [?0.22; 0.6]), peak T_skin (?0.67 [?1.52; 0.18]), peak HR (?0.14 [?0.38; 0.11]), and RPE (?0.14 [?0.39; 0.12]). ICE had no clear effect on performance measures (+0.2 [?0.07; 0.46]) but resulted in greater ΔEX-T_core (+1.02 [0.59; 1.45]) and ΔEX-T_skin (+0.34 [0.02; 0.67]) without concomitant changes in peak T_core (?0.1 [?0.48; 0.28]), peak T_skin (+0.1 [?0.22; 0.41]), peak HR (+0.08 [?0.19; 0.35]), WBS (?0.12 [?0.42; 0.18]), TS (?0.2 [?0.49; 0.1]), and RPE (?0.01 [?0.33; 0.31]). From both ergogenic and thermoregulatory perspectives, CWI may be more effective than ICE as a precooling treatment prior to exercise in the heat.     

In-season changes in ventricular morphology and systolic function in adolescent female athletes

Purpose: To evaluate the influence of physical maturity on the changes in ventricular morphology and function with sport training in female youth athletes.

Methods: Thirty-two female athletes (age 13–18 years) underwent height and weight measurement and 2-D echocardiographic evaluation immediately prior to, and following, a 20-week soccer season. Pre- and post-season left ventricular end-diastolic diameter (LVEDD), end-diastolic volume (LVEDV), ejection fraction (LVEF), stroke volume (LVSV), mass (LVM), and posterior wall thickness (LVPWT), right ventricular end-diastolic diameter (RVEDD), end-diastolic area (RVEDA), and fractional area change (RVFAC), and interventricular septal thickness (IVST) were compared. In-season change in each variable was compared across pre-season hours of vigorous physical activity (0–1, 2–3, >3 hours).

Results: Significant increases were identified in LVEDV (51.3?±?10.4?v 56.4?±?9.6?ml/m², p?=?0.001) and RVEDA (10.5?±?1.9?v 11.3?±?2.5?cm²/m², p?=?0.040), but not LVEDD, LVM, LVPWT, LVSV, RVEDD, RVEDA, RVFAC, or IVST (p?>?0.05 for all). In-season changes in echocardiographic variables did not differ across hours of pre-season vigorous physical activity (p?>?0.05 for all).

Conclusion: Among female adolescent soccer players, in-season training elicits changes in resting ventricular volume, but not wall thickness or systolic function. These adaptations do not appear to be influenced by pre-season physical activity level.     

On my honor: creating space for thinking and living Girl Scouts differently in (post)colonial Hawai‘i

Girl Scouts aims to foster leadership by encouraging girls to discover themselves, make connections, and take action to make the world better. This paper chronicles the five-year journey of eight professional mothers of color who sought to provide their daughters with a space to ‘think and live differently’ as Girl Scouts and young women of color in (post)colonial Hawai‘i. Through questionnaires and a semi-structured focus group interview, mothers reflect on their original intentions to create a ‘safe space’ for their daughters to engage with the politics of gender, race, and class and to rethink, review, and rework their identities. Mothers’ reflections reveal success in creating safe spaces for the critical analysis of gender, but comparatively less success in critical analyses of race and class – a phenomenon that the mothers suggest may have been complicated by (1) the enduring myth of Hawai‘i as a multicultural paradise, (2) Girl Scouts’ assimilationist history, and (3) the mothers’ own relatively privileged positions.     

Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading.     

Optimising the blended learning environment: the Arab Open University experience

This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face to face and online only counterparts. Three key elements will be presented as important ways for improving the blended learning environment: forging genuine collaborative partnerships between institutions in terms of the team-writing of Open and Distance Learning (ODL) material, adopting a more theoretically based instructional approach, such as the cognitive apprenticeship (CA) model, which emphasises making thinking visible and developing a comprehensive understanding of blended education in order to help students achieve their educational goals.     

Cooperative Governance of Successful Public Schooling: Successes,Frustrations and Challenges

In search of embodying values that underpin democracy at school level, the objectives of the article include exploring expectations generated by the constitutional dispensation (Constitution of the Republic of South Africa, 108/1996, section 41) and delineating those moulded by the South African Schools Act (84/1996, Preamble). While the latter formally signify a State-education-partnership, the intention for teachers, learners and parents to accept especially governance responsibilities towards school democracy prompted our focused three-way alliance between parent-teacher-learner parties for the purpose of this article. Our conceptual framework is informed by Permuth, Mawdsley and Silver (2015), who contend that the essentially new facet of moving towards integrating qualitative research with doing traditional legal research could expand legal reasoning and even complement it with empirical credibility. Authenticated by Adler (2015), the article therefore combines focusing on cooperative governance as an act to shape schooling in the traditional legal way (by asking what questions) with qualitative research features to inform us by also asking how and why questions. We chose a documentary design with a comparative angle; selected documentary resources; and took an exploratory approach to gain understanding and weigh the investigated documents by comparing and appraising primary and secondary sources. We also regarded whatever was embedded yet not recorded as similarly important to what was recorded and how a specific concept was extended (De Waal and Serfontein 2015). Reviewing relevant case law, we present an overview of cooperative school governance progress; a constitutional challenges-based intervention; continuous acceptance of responsibility and accountability; and successes, frustrations and challenges concerning the future pathway to successful schooling. Given the snowballing set of demands on public schools, the catch is for partners to know each other's strengths and weaknesses so that balanced contributions will cause governance towards quality education. The drastic parental governance and leadership role-change, with higher moral-social responsibility levels, calls for carefully designed conferences to guide parent-partners’ exercising the necessary discretion underpinned by critically considering the significance of serving society.     

An investigation into the complex process of facilitating effective professional learning: CPD tutors’ practices under the microscope

Background: Research evidence on what makes CPD effective is accumulating. Yet, fundamental questions about the specific features that lead to programme success. Furthermore, very little research investigates the nature and quality of CPD providers’ (tutors) practices. Taking a closer look at how CPD providers support teachers to learn is therefore an important direction for research in order to offer specific guidance on how to design and deliver future CPD programmes for maximum impact.

Purpose: The present study aimed to advance this line of inquiry by seeking to examine tutors’ perceptions and practices in the context of a short course on Inclusive Physical Education. Two research questions were addressed: (1) What were the tutors’ perceptions of effective CPD delivery? And (2) How were these interpretations evidenced in practice? The short course, delivered by 40 different tutors across the country, was part of a National CPD programme which reached and educated over 5000 school staff in England. The scale of this programme thus offered an ideal setting in which to address the research questions.

Participants and setting: A case study design was adopted where the case was identified at the level of individual courses. A cluster sampling procedure was adopted (one cluster for each of the nine geographical areas in England). Where possible, systematic sampling within the nine clusters was employed (i.e. collect evidence from the first two courses delivered in each cluster each year). A total of 27 courses, delivered by 20 tutors across eight geographical areas in England, were selected as cases and all tutors involved in their delivery were invited to participate in the study.

Data collection: To explore tutors’ perceptions of effective CPD delivery (research question 1), qualitative data were collected via an online questionnaire and individual interviews. To examine how these interpretations were evidenced in practice (research question 2), both quantitative and qualitative data were collected via systematic observations and ethnographic field notes.

Data analysis: Qualitative data were analysed using a constructivist approach to grounded theory. Quantitative data from the observations were entered into SPSS version 21 (IBM Statistics) for analysis.

Findings: Findings indicate that tutors’ perceptions and beliefs did not always materialise. Data from the observations suggest variation in the ways tutors structured, supported and facilitated professional learning. This variation was evident not only in the actual time dedicated to practical vs. theoretical activities and active vs. passive learning opportunities but also in tutors’ ability to facilitate professional learning. This finding suggests that there is a significant set of skills involved in supporting, nurturing and challenging professional learning in CPD contexts. It is therefore important to consider how tutors can be best supported to develop and implement these skills effectively.

Conclusion: The results consolidate existing understandings about the importance of (inter)active and practical learning opportunities in CPD; but also add nuance and detail on the diverse ways in which tutors engaged participants in the learning process. Findings draw our attention to the important issue of the selection and continuing education of CPD tutors.