李贽辞官的心路历程

李贽辞官。有一个长期的思想过程。但这一过程往往不为学者所注意，或被简单化了。李贽辞官的心路历程，被他自己和他的好友真实完全地记录下来，而本文只不过把这些记录顺序展示出来，就能让读者看出李贽辞官那曲折长久的过程了。     

Between urgent and lifelong matters: overweight children’s voices on health promotion pedagogies

ABSTRACT

This article addresses the learner perspective on being overweight by listening to 39 Danish overweight children aged 8–13 years. In accordance with the existing critique of the ‘obesity epidemic’ and medico-scientific discourses around food and exercise, this article explores how new health imperatives shape overweight children’s self-narratives. Health pedagogical activities in Denmark are between urgent and lifelong approaches to achieving health, and the article presents overweight children’s voices on having to learn new health behaviour in between these two schisms. From a social constructionist and post-structuralist perspective, the analysis demonstrates how the children both subscribe to discourses of discipline and control over health actions, as well as legitimate narratives of having to adjust, accommodate and negotiate health challenges to everyday life practices. The article addresses what can be learnt from listening to overweight children’s voices in the context of performing meaningful health pedagogies.     

试论新形势下高校学生党员教育活动的创新与实践

新形势下,高校学生党建工作应开辟多种教育活动形式,寻找新的载体、探索新的方法,以加强对高校学生党员的培养教育,全面提高大学生党员的整体素质。     

基于支持向量机的数据挖掘技术

随着数据库技术的迅速发展以及数据库管理系统的广泛应用,人们积累的数据越来越多.激增的数据背后隐藏着许多重要的信息,人们希望能够对其进行更高层次的分析,以便更好地利用这些数据.将目前先进的机器学习技术支持向量机,与数据挖掘结合起来,提出了一个改进的支持向量机训练算法,进行了支持向量机自动分类的模拟试验.试验结果显示,新算法的训练速度明显提高,并获得了比较理想的分类结果.     

网络教学平台体系结构的研究

网络教学平台是建立在通用的Internet/Intranet基础之上的,专门为基于双向多媒体通信网络的远程教学而提供全面服务的软件系统。网络教学平台由四个子系统组成:网络教学系统、网络教务管理系统、网络课程开发工具、教学资源管理系统。文中详细介绍了一个网络教学平台的体系结构。     

锚杆框架梁支护在雪道边坡防护中的应用

随着我国经济的快速发展,基础设施发展迅速,建设过程中新的施工技术层出不穷,其中对于工程岩体分化严重、结构面较发育的高挖方边坡,通常采用锚杆框架梁结构支护。然而,对于高山滑雪中心滑雪赛道两侧高陡边坡,除了要实现边坡稳定的同时还需考虑如何防止雪道污染的问题。本文结合北京2022年冬奥会高山滑雪中心第二标段的工程实践,详细阐述了兼具边坡支护和防止雪道污染的锚杆框架梁支护体系的设计原则、设计内容、施工工艺,并说明了施工中的一些细节或要点。实践证明该支护体系合理,不仅确保了边坡的安全稳定和防止了雪道污染,同时具有造价低、施工机动性强的特点,可以在类似的雪道施工中推广。     

云南现代远程教育网络学习支持服务体系建设探究

现代远程教育工程的实施，给云南教育的跳跃式发展提供了机会和条件。云南要发展现代远程教育，必须遵循其特点，加大政府投入，规则、建设好现代远程教育中心及其下设的学习中心，构建起完善的学习支持服务体系，为学习提供适用的学习计划和学习呈现材料，联系学习、施教和有关部门，通过各种教学资源的应用，展开和控制教学过程，形成开放式的教育网络，为所有社会成员提供学习机会。     

湖北高等教育摭谈

湖北地处我国中部，是我国的高等教育大省，在全国具有广泛的影响和重要性。在东部跨越式发展和西部大开发的形势下，如何利用承东启西的地理优势促进湖北高等教育的繁荣，最主要的是要结合本区域的特色。本文通过分析湖北高等教育的特点，总结高等教育发展中的经验和发展趋势，旨在能为其他区域高等教育的发展起到一定的借鉴作用。     

Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction

This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction type of a PAL should be designed according to the desired learning and motivational goals.     

The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools,teachers, and students

School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.