A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.     

Mapping continuity and change in the intellectual structure of the knowledge base on problem-based learning, 1974–2019: A systematic review

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.     

The relationship between inertial measurement unit-derived ‘force signatures’ and ground reaction forces during cricket pace bowling

Abstract

This study assessed the reliability and validity of segment measured accelerations in comparison to front foot contact (FFC) ground reaction force (GRF) during the delivery stride for cricket pace bowlers. Eleven recreational bowlers completed a 30-delivery bowling spell. Trunk- and tibia-mounted inertial measurement units (IMUs) were used to measure accelerations, converted to force, for comparisons to force plate GRF discrete measures. These measures included peak force, impulse and the continuous force–time curve in the vertical and braking (horizontal) planes. Reliability and validity was determined by intra-class correlation coefficients (ICC), coefficient of variation (CV), Bland–Altman plots, paired sample t-tests, Pearson’s correlation and one-dimensional (1D) statistical parametrical mapping (SPM). All ICC (0.90–0.98) and CV (4.23–7.41%) were acceptable, except for tibia-mounted IMU braking peak force (CV = 12.44%) and impulse (CV = 18.17%) and trunk vertical impulse (CV = 17.93%). Bland–Altman plots revealed wide limits of agreement between discrete IMU force signatures and force plate GRF. The 1D SPM outlined numerous significant (p < 0.01) differences between trunk- and tibia-located IMU-derived measures and force plate GRF traces in vertical and braking (horizontal) planes. The trunk- and tibia-mounted IMUs appeared to not represent the GRF experienced during pace bowling FFC when compared to a gold-standard force plate.     

Banach空间中有限族渐近非扩张映象的修正Reich-Takahshi迭代程序的收敛性

本文研究了Banach空间中有限族渐近非扩张映象的修正Reich-Takahashi迭代程序收敛到有限族渐近非扩张映象的公共不动点的充分条件，改进和扩广了已有文献的相关结果。     

The Use of Visual Tools in the Academic Research Process: A Literature Review

An academic librarian, especially one who works primarily in a research consultation capacity, often encounters individuals who are seeking in-depth help with research projects that they struggle to explain. The number of concepts, interdependencies and assumptions involved in research projects today can make them difficult to define and discuss with other people. The multidisciplinary nature and globalization of many areas of research is forcing researchers to not only discuss, but to collaborate with many others from different academic backgrounds and disparate physical locations. Many researchers struggle with project paralysis at various points along the way as they attempt to manage both the myriad of details and the bigger picture relationships and implications of their project.A number of visual tools including concept mappers and mind mappers are well suited to help advanced students, faculty, researchers and librarians to organize the ideas and knowledge throughout the various stages of complex research, from envisioning an idea to the early stages of actively researching and documenting research findings. This paper will discuss the potential uses of visual mapping tools and review the current state of academic literature surrounding the topics of mind mapping and concept mapping.     

UMLS语义网络在社会化标注系统中的应用研究

[目的/意义] 研究统一医学语言系统中语义网络与社会化标注系统结合的深层次应用。[方法/过程] 总结UMLS语义网络的现有应用,分析UMLS语义类型与FrameNet语义类型的特征,构建适合本研究的语义类型,并通过实例梳理社会化标注系统与本体映射的思路。[结果/结论] 提出将所构建的语义类型作为标签归类的分类器以及作为分众分类系统与框架网络本体映射的桥梁。突破传统的基于统计的标签归类方法可为本体与分众分类系统的映射提供新的视角。     

国内测绘遥感领域学术期刊专栏策划特色及优化建议

以国内测绘遥感领域10种核心学术期刊为例,从形式特色和内容特色2方面分析刊物专栏策划与出版的学术意义和社会效应,并提出今后专栏主题应与刊物发展共生互促、与学科发展相辅相成、与市场效益共创双赢、充分发挥学术编辑的“园丁”作用等优化建议,以提升专栏建设对刊物良性发展的辐射效应和带动作用.     

地学数据本体支持下的科学数据集成方法

科学数据的语义异构是数据集成共享的主要瓶颈。数据本体是解决数据语义异构的有效方法。首先在系统 分析地学数据特征的基础上,提出地学数据本体的总体架构,重点研究地学数据本质内容本体和形态本体,并构建了 地学数据本体库。进一步结合科学数据集成的需求,提出基于地学数据本体的数据集成总体流程。在此基础上,以科 技基础性工作专项产出的科学数据为例,开展地学数据本体支持下的科学数据集成方法应用研究,证明本方法的可行 性和有效性。     

论高职院校学生人文精神培育

近年来,高职院校学生人文精神缺失严重,除了家庭、社会、个人的因素以外,学校重视不够、培养不力也是不容忽视的原因。学校加强对学生人文精神的培养,关注的正是健全人格的养成与提升,最终使学生既具备专业素养,也学会做人。因此,高职院校的管理及教学应该利用好一切育人途径,采取切实有效的策略及方法,为实现社会主义现代化建设培养出更多的有用人才。