公众生活中的图书馆——对天涯社区近11年来关于图书馆的帖子的分析

在对天涯社区近11年来以"图书馆"为标题的364篇帖子进行文本分析时分析了应注意的问题。分析发现,公众视图书馆为追求知识的、高雅、宁静、安全的殿堂,同时也是一个难得的社交场所;公众对图书馆关注度不高,除非它与媚俗内容相关联。公众喜欢图书馆和图书馆职业但对图书馆人和图书馆管理感情复杂。图书馆应改善服务和管理尤其是一线服务,以提高社会声誉。     

改进的新老混凝土粘结约束收缩计算模型研究

引入增量法,提出了改进的新老混凝土粘结约束收缩力学模型。根据相关的实验结果论证该约束收缩力学模型的有效性。最后利用改进的模型对新浇筑自密实混凝土截面上的应力分布情况以及粘结面上的约束剪力进行计算,并对结果进行分析。分析表明,自密实混凝土比普通混凝土因收缩而产生的应力更大,尤其在早龄期;收缩应力不仅会在很大程度上受到自由收缩的影响,而且与混凝土的基本物理力学性能有关。     

微信群会话网络结构及成员角色划分研究

[目的/意义]微信群内部会话交流过程存在着复杂的网络结构,探究微信群内部网络结构特征并划分成员角色对研究微信群中信息传播及成员角色关系具有重要意义。[方法/过程]以虚拟社区理论和会话分析理论为基础,以真实微信群内部的会话数据作为研究对象,通过构造成员活跃度划分微信群成员角色类型,基于成员相互回应行为与共同回应行为设计成员关联强度算法并构建会话交流网络,采用社会网络分析和内容分析方法对其静态结构特征及动态结构演化进行分析。[结果/结论]微信群内部成员角色及地位具有差异性,会话交流过程呈现出明显的中心性态势;微信群会话交流网络符合六度分割理论,具有小世界效应的特征;微信群会话交流网络具有动态演化性且核心成员具有时间依赖性。     

概念设计知识管理中的知识流研究——以设计过程为视角

以设计过程为视角,探讨概念设计知识管理中知识流的内涵、特征和机理。结合知识流理论和SECI模型,依据概念设计过程分析概念设计中知识流的内容和流动模式;在知识流建模相关研究的基础上,对概念设计中的知识流节点进行分析和建模;基于角色模型分析角色与工作流、知识流之间的映射过程。根据概念设计过程,分析并揭示了概念设计中需求确认、总体方案设计、总体方案求解、方案评价和决策4个主要步骤的知识流动机制;对概念设计的知识流节点进行建模,按照知识汇集模式将概念设计知识流分为连续知识流、合并知识流、拆分知识流、广播知识流、循环知识流5类,按照知识传递模式将概念设计知识流可分为经验知识流、协作知识流、援助知识流3类;提出概念设计中基于角色模型的工作流和知识流整合模型,并以反后坐系统概念设计为例进行模型验证。通过本文分析和建模,能够在一定程度上揭示概念设计中知识流的内涵和机理。     

Development and initial validation of an instrument to assess stressors among South African sports coaches

The aim of this series of studies was to develop and initially validate an instrument to assess stressors among South African sports coaches. In study one, a preliminary pool of 45 items was developed based on existing literature and an expert panel was employed to assess the content validity and applicability of these items. In study two, the 32 items that were retained after study one were analysed using principal component analysis (PCA). The resultant factorial structure comprised four components: environmental stressors, performance stressors, task-related stressors, and athlete stressors. These four components were made up of 26 items and, together, the components and items comprised the provisional Stressors in Sports Coaching Questionnaire (SSCQ). The results show that the SSCQ demonstrates acceptable internal consistency (.73–.89). The findings provide preliminary evidence that SSCQ is a valid tool to assess stressors among South African sports coaches.     

Post-traumatic stress symptom development as a function of changing witnessing in-home violence and changing peer relationship quality: Evaluating protective effects of peer relationship quality

In the present study, witnessing in-home violence and peer relationship quality are evaluated as to their relative impact on Post Traumatic Stress (PTS) symptoms among children aged 8 to 17 investigated by child protective services (CPS) for maltreatment exposure. The sample included 2151 children from the National Survey of Child and Adolescent Well-Being II (NSCAW II). Linear growth models were estimated to assess associations between changes in PTS symptoms, witnessing in-home violence, and peer relationship quality over time. Greater frequency of witnessing in-home violence at baseline (i.e. wave 1) was associated with higher baseline PTS symptoms (β = 0.44). Increases in witnessing in-home violence frequency over time (average annual change across three years) had a strong association with increases in PTS symptoms over time (β = 0.88). Baseline peer relationship quality was associated with fewer PTS symptoms at baseline (β = −0.45). Increases in peer relationship quality over time were strongly associated with declines in PTS symptoms over time (β = −0.68). Peer relationship quality at baseline did not moderate baseline or over time associations between witnessing in-home violence and PTS symptoms. The average decline in PTS symptoms due to decreases in witnessing in-home violence and increases in peer relationship quality was 0.51 and 0.65 standard deviations respectively, over the three-year study period. Reducing chronic witnessing in-home violence and promoting the development of healthy social relationships with peers are critical for PTS symptom recovery.     

How to mobilize social support against workload and burnout: The role of organizational identification

Recent theoretical and empirical research outlined the role of organizational identification in the stress process. We provide an empirical test of the social identity model of stress by testing a two-step mediation model of the identification-burnout link. We hypothesize that strongly identified teachers will receive more support from colleagues which, in turn, relates to perceptions of reduced workload, which finally leads to both lower work- and student-related burnout. We tested our model in a large cross-sectional sample of 2685 Swiss teachers representing half of the teacher population of Ticino Canton. Hypotheses were supported. Implications for theory and practice are discussed.     

Effects of a Brief Mindfulness Based Group Intervention On College Students

Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed.     

Unmasking text plagiarism using syntactic-semantic based natural language processing techniques: Comparisons,analysis and challenges

The proposed work aims to explore and compare the potency of syntactic-semantic based linguistic structures in plagiarism detection using natural language processing techniques. The current work explores linguistic features, viz., part of speech tags, chunks and semantic roles in detecting plagiarized fragments and utilizes a combined syntactic-semantic similarity metric, which extracts the semantic concepts from WordNet lexical database. The linguistic information is utilized for effective pre-processing and for availing semantically relevant comparisons. Another major contribution is the analysis of the proposed approach on plagiarism cases of various complexity levels. The impact of plagiarism types and complexity levels, upon the features extracted is analyzed and discussed. Further, unlike the existing systems, which were evaluated on some limited data sets, the proposed approach is evaluated on a larger scale using the plagiarism corpus provided by PAN¹ competition from 2009 to 2014. The approach presented considerable improvement in comparison with the top-ranked systems of the respective years. The evaluation and analysis with various cases of plagiarism also reflected the supremacy of deeper linguistic features for identifying manually plagiarized data.     

The role of the referee in physical education lessons: student experience and motivation

Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been specifically studied. Yet refereeing is essential in many sports, including team sports, and provides an experience of responsibility that many teachers want to offer their students. Encouraging students to take on this role can nevertheless be difficult.

Objective: The objective of the present study was to gain access to students’ lived experiences as referees in order to determine their strategies for being effective. We particularly wanted to determine which concerns organized their activity so that we could identify a refereeing typology that would be useful for PE teaching. Our study is original in that we did not rely exclusively on experiential data to understand student refereeing activity. We also collected data on the students’ motivation in order to better understand their experiences. For this purpose, the study was conducted within the methodological framework of course-of-action theory and self-determination theory.

Method: Seventy-four students from three classes in the third year of middle school (about 13 years old) participated in the study. Among them, four (two girls and two boys and not experts in the sports in which they were going to referee) had volunteered to be filmed and to participate in self-confrontation interviews. The other students completed two questionnaires to provide information on their motivation for refereeing. The situations studied were basketball and handball matches held at the end of the lessons.

Two categories of data were collected: qualitative and quantitative. The qualitative data were based on audiovisual recordings of the students as they refereed matches and verbalization data from self-confrontation interviews; these data were used to document the students’ courses of experience during the activity period under study. The quantitative data were collected using two questionnaires, one to assess the determinants of motivation and the other to assess self-determined motivation.

Results and discussion: The qualitative analysis highlighted three typical student involvements: fulfilling the role of referee, getting help, and occasionally dropping out of the role. The quantitative analysis revealed that the students in the social role of referee mainly expressed amotivation, external regulation, and intrinsic motivation toward knowledge and accomplishment.

The results are discussed around two major points: (1) the students’ strategies of alternation from which their refereeing activity emerged and (2) proposals for PE teacher interventions.