国外健康素养测评工具系统综述

[目的/意义] 健康素养是健康信息行为研究、公民健康管理实践的重要组成部分,研究国外健康素养测评工具能够为选择和构建适应我国国情的健康素养测评工具提供参考。[方法/过程] 利用系统综述方法,以Web of Science、Scopus、EBSCO、PubMed、美国健康素养数据库为数据源,根据PRISMA流程筛选出27篇论文,通过对文献内容8个方面的分析,揭示国外健康素养测评工具的内容、特征和应用情况。[结果/结论] 对27种健康素养测评工具的分析表明,客观测评工具数量最多,其中最为权威且应用最为广泛的测评工具是REALM系列量表与TOFHLA系列量表,主观测评工具中被广泛应用的是eHEALS量表,综合测评工具以HLS-EU-Q系列为典型代表;在测评主题上,27种工具都测量了个人技能,而心理因素和健康相关活动的主题则较少被关注;在测评维度上,以功能性健康素养和交流性健康素养测评工具为主。此外,本文针对健康素养测评工具的特点和适用范围提出测评工具遴选方法,提倡健康素养的测评工具的研究应以健康素养内涵的深化为前提,进一步开发与利用网络化健康素养测评工具。     

A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education

Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up-to-date published studies to identify the ‘important factors’ to consider for the implementation of digital tools and processes in HEI. The goal of the paper is to turn these factors, conceived initially as previous conditions or characteristics of the institutions or people, into a list of strategic elements to be fostered by HEI leadership teams to promote better implementation of digital tools and processes in their institutions. In the final part of this work, we propose a framework that reflects these elements in a visual approach that highlights the activity-centred character of the framework as well as the emergent character of the implementation process itself.     

本体评估方法研究

本体评估的意义在于保证本体的构建质量,实现对本体的有效管理与维护,从而为本体构建者提供参考依据,为本体使用者提供选择依据。本文借鉴国内外学术界相关评估理论和评估方法的研究成果,以几种国外正在研究的本体评估方法及工具为对象,对它们进行了系统的分析与比较。     

Livin’ with the MTA

Although the push to get universities to accumulate IP by commercializing their scientific research was a conscious movement, dealing with the blowback in the form of contracts over the transfer of research tools and inputs, called materials transfer agreements (MTAs), was greeted by universities as an afterthought. Faculty often regarded them as an irritant, and TTOs were not much more welcoming. One reason universities could initially ignore the obvious connection between the pursuit of patents and the prior promulgation of MTAs was a legalistic distinction made between intellectual property and contract law, which of course is of direct concern to a lawyer, but should be less compelling for anyone trying to understand the big picture surrounding the commercialization of academic science. However, as a subset of scientists were increasingly drawn into the commercial sphere, they tended to attach MTAs to research inputs requested by other academics; and this began a tidal wave of MTAs which shows no sign of abating. Furthermore, many IP-related restrictions have been loaded into individual MTAs, including the stipulation that the existence and content of MTAs themselves be treated as secret and proprietary. The paper closes by looking at recent arguments that the growth of MTAs has not actually harmed the research process, and rejects them.

ICMP 协议及其网络测试工具的设计

Internet报文控制协议是IP协议的组成部分,用于在IP主机、路由器之间传递控制消息,这些控制消息虽然并不传输用户数据,但是对于用户数据的传递起着重要的作用,它可用于提供差错报告,在网络测试工具中得到大量的应用。本文主要讨论ICMP的功能和利用其进行网络测试工具的设计。     

Research and development work: developing teachers as researchers or just teachers?

This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students.     

加强优秀传统文化教育提升高职生隐性职业素养

本文针对目前高职生隐性职业素养缺失现状,指出隐性职业素养是提升毕业生就业竞争力的关键要素,优秀传统文化对高职生隐性职业素养培养具有重要的指导价值,认为加强优秀传统文化教育,提升隐性职业素养是增强高职生就业竞争力的有效途径之一.     

论媒介环境对思想政治教育的影响

现代媒介环境下开展思想政治教育,应转变教育观念,改进思想政治教育方式方法;主动参与媒介环境建设,优化思想政治教育环境;加快大众传媒的道德和法制化建设进程,加强社会监督和传媒自律.     

液压-机械分流传动循环功率流分析

本文分析了液压机械分流传动的循环功率特性,以及产生循环功率的原因、限制液压功率和循环功率对总传动功率的相对值N_H/N_O和N_S/N_O的影响,以提高节能效果和运行的经济性。     

Using virtual reality in the classroom: preservice teachers’ perceptions of its use as a teaching and learning tool

Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts.