浅谈观察在物理实验中的应用

阐述观察在物理实验中的重要性，指出观察是物理实验的基础，同时结合实际探讨了实验中观察的方法及技巧．     

“三亲”史料的由来、特点及撰编

“三亲”（亲历、亲见、亲闻）史料是指历史事件亲历者、见证者口述或撰写的亲身经历和见闻的史料,它的特点主要有：史料性、三亲性、统战性、文学性、收藏性。“三亲”史料的撰编过程中,选题要体现“影响力、推动力、史料价值潜力”,撰稿要坚持“真实、翔实、平实”,编纂要力求“把篇幅留给史料、把评论让给读者、把精神传给后人”,“三亲”史料具有“存史、资政、团结、育人”的社会功能。     

60例结核性和新型隐球菌性脑膜炎临床分析

目的：探讨结核性和新型隐球茵性脑膜炎的临床表现、脑脊液和神经影像学鉴别要点。方法：回顾性总结2002年4月至21304年5月收治的31例结核性脑膜炎和29例新型隐球菌性脑膜炎的临床表现、脑脊液及神经影像学特点。结果：结核性脑膜炎多急性起病，发热多在38．50C以上（64．5％），脑脊液蛋白明显升高伴糖和氯化物降低；新型隐球菌性脑膜炎多亚急性起病，进展性头痛，颅高压症状明显，脑脊液压力高，蛋白质轻度升高而葡萄糖明显降低，病原学检查阳性率高。二者神经影像学差异大。结论：根据临床表现和脑脊液常规检查可初步鉴别两种脑膜炎，影像学可提供脑膜或脑实质受累的证据，确诊有赖于及时进行脑脊液病原学检查。     

Shifting positions in physical education – notes on otherness,sameness, absence and presence

Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwithstanding the importance of interviews and biographies, research without observation underestimates the significance of whether what leaders do in relation to diversity is what they say they do. A second issue lies in considering whether data collected over seven months during intensive two-day case site visits, might legitimately be labelled ethnography. Thirdly, the ethical issues in defining and researching the diverse characteristics of actual and potential leaders are considered. Conclusions confirm a need to research leadership ethnographically not least to prevent critical perspectives about leadership, diversity and equality being air-brushed from studies of educational administration.     

Uncovering Multivariate Structure in Classroom Observations in the Presence of Rater Errors

We examine the factor structure of scores from the CLASS‐S protocol obtained from observations of middle school classroom teaching. Factor analysis has been used to support both interpretations of scores from classroom observation protocols, like CLASS‐S, and the theories about teaching that underlie them. However, classroom observations contain multiple sources of error, most predominantly rater errors. We demonstrate that errors in scores made by two raters on the same lesson have a factor structure that is distinct from the factor structure at the teacher level. Consequently, the “standard” approach of analyzing on teacher‐level average dimension scores can yield incorrect inferences about the factor structure at the teacher level and possibly misleading evidence about the validity of scores and theories of teaching. We consider alternative hierarchical estimation approaches designed to prevent the contamination of estimated teacher‐level factors. These alternative approaches find a teacher‐level factor structure for CLASS‐S that consists of strongly correlated support and classroom management factors. Our results have implications for future studies using factor analysis on classroom observation data to develop validity evidence and test theories of teaching and for practitioners who rely on the results of such studies to support their use and interpretation of the classroom observation scores.     

116例涎腺多行性腺瘤临床分析

目的探讨涎腺多行性腺瘤的临床和病理特点，指导临床实践。方法对116例涎腺多行性腺瘤临床表现和病理特点进行回顾性分析研究。结果所有肿瘤经过手术有6例复发，其中腮腺是最主要复发部位，颌下腺、颊、唇、腭部多行性腺瘤未见复发。结论不同部位的涎腺多行性腺瘤有不同的临床和病理特征，有助于临床正确诊断和治疗。     

DZN1自动土壤水分观测仪GPRS无线模块设置探讨

DZN1野外式自动土壤水分观测仪的GPRS数据传输模块安装在仪器箱内,是自动土壤水分观测仪数据传输的主要部件,无线模块通信不稳或GPRS无线模块本身的故障,无法上传数据,数据入库率较低,对工作质量影响很大,这时需要更换GPRS无线模块,更换前要对无线模块进行必要的设置,排除通讯故障,提高工作质量。     

浅析在新形势下如何提高骨科年轻护士临床护理能力

目的分析目前骨科年轻护士队伍中存在的主要问题,以便科室层面针对现状采取培训方法。方法制订骨科年轻护士的培训计划,从提高年轻护士综合能力入手,通过床边实境培训,培养年轻护士的护理思维能力、病情观察能力、专业知识运用能力和实际解决问题能力,变被动工作为主动工作,在深度、广度上挖掘,体现专科护理的内涵和价值。结果实施后年轻护士的个人素质提高,患者和医生满意度提升。结论这种临床实境培训方法,内容紧密联系实际,现场讲课、床边实践、即时纠正,提高了年轻护士的能力,使护士的整体技能水平有了明显的提升。     

Enhancing the status of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation.