虚拟社区中用户知识共享水平与参与行为的实证研究

以用户参与行为为切入点,结合有关创新、知识共享、虚拟社区的研究,构建知识共享水平和用户参与行为的实证模型。以小米MIUI社区为例,运用Python网络爬虫获取2011-2014年"新功能讨论"板块用户想法数据,通过Logistic和Poisson回归得出结论。本研究从贡献价值、参与程度两个维度揭示用户参与行为和知识共享水平(想法创新性、价值型)之间的关系,并依据用户参与行为的两个维度,将社区用户划分为四大类型,并针对用户属性提出社区运营的有效建议。     

试论感情语调的超常韵律特征

感情语调具有情韵特征,能传递感情信息。通过用不同模式朗读相同文本,提取感情语调和中性语调的韵律特征并测听对比发现,感情语调的音高、音长、音强等某项或多项出现超常现象。实验表明:这是读者主观体验和因情求气获得了承载感情信息的气韵,也就取得了产生超常韵律的动能;再通过朗读形成的超常韵律特征,使听者感知和读者听觉反馈的心理、生理发生变化而接收到感情信息。感情语调的超常韵律就是情韵特征,因此声象和意象均可反复。研究还发现,在感情语调语意焦点重音边界以及短语或句末声断之后,有时进入感情状态的气韵还会继续延伸,所以声断气连会起到此时无声胜有声和余韵缭绕的效应。     

Don’t we care?: the ethics and emotional labour of early years professionalism

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a ‘caring profession’ like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as ‘professional’ demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as ‘emotion work’. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion ‘caring’ as a sustainable element of professional work, expressed not only in maternal, dyadic key‐working but in advocacy for care as a social principle.     

Lost in translation? Emotional intelligence,affective economies,leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.     

Emotional labour,burnout and job satisfaction in UK teachers: the role of workplace social support

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.     

Understanding complex ecologies: an investigation of student experiences in adventure learning programs

The GoNorth! Adventure Learning (AL) Series delivered educational programs about global climate change and sustainability from 2006 to 2010 via a hybrid-learning environment that included a curriculum designed with activities that worked in conjunction with the travels of Team GoNorth! as they dog sledded throughout the circumpolar Arctic. This study addresses a gap in the AL literature by identifying factors that lead to high levels of student engagement and reveals strategies for instructional designers and educators on how to design emotionally engaging online learning environments. A mixed methods study was conducted to explore patterns of learner engagement in relation to two AL programs: GoNorth! Fennoscandia 2008 and GoNorth! Nunavut 2009. Survey data were drawn from a total of 101 students in 2008 and 2009.     

The impact of peer mentoring on pupils’ emotional literacy competencies

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive impact on the emotional literacy competencies of mentees with low to average levels of emotional literacy at pre-intervention. Results also showed a significant negative correlation between attendance at sessions and perceived Conduct Problems. Unexpectedly, results indicated adverse effects of reading mentoring on the emotional literacy competencies of control participants.     

Approaches to studying and perceptions of the academic environment among university students in Pakistan

There has been a paucity of research on the experiences of students at Pakistani universities. A survey of over 900 students at two universities examined their approaches to studying and perceptions of their courses. Evidence was obtained for a deep approach, a surface approach and two aspects of a strategic approach. Their perceptions were based upon the instructional practices, the acquisition of generic skills, the appropriateness of the assessment and of their workload, and the available learning resources. A higher‐order analysis revealed two broad dimensions of the student experience in Pakistan. Students who had positive perceptions tended to adopt a deep approach, to prefer courses, teaching and assessment that supported their understanding and to be engaged and reliable in their studies. However, students who had negative perceptions tended to adopt a surface approach and to prefer courses, teaching and assessment that reinforced this approach through the bare transmission of information.     

激情激趣,打开心灵之窗——浅谈历史课培养学生情感的方法

中学阶段是良好的思想品德形成的最佳阶段,如何保持和发扬中华民族文化的优良传统,激发学生的爱国情感,是历史课堂教学的重要任务。注重情感教育是历史教学的催化剂和润滑剂,有助于培养学生热爱党、热爱祖国、为中华之崛起而献身的高尚的思想感情。     

论高校体育情商教育功能的核心价值

从心理学的角度提出,高校除了要注重学生专业技能的培养外,还应重视对学生的情商教育.体育情商教育功能能培养大学生的自我控制能力、竞争意识和协助能力、沟通能力以及较强的心理承受能力.