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.     

Profiling teachers’ sense of professional identity

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.     

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.     

定向运动员反应认知方式特征的研究

通过对57名中国定向运动员（男30名,女27名）反应认知方式的测试与分析,发现定向运动员的反应认知方式主要为慢而准确型、快而不准确型和快而准确型,以慢而准确型为主。优秀与一般定向运动员反应认知方式特征的差异主要体现在准确性上,优秀运动员的准确性明显高于一般运动员。优秀定向运动员的反应认知方式主要为慢而准确型和快而准确型。定向运动可能具有要求运动员反应认知方式以准确为主要目标的特征。反应认知方式测试与评价可用于定向运动员的选材、个性化教学与训练。     

基于摄动法的裂纹梁振动模态研究

为评估裂纹损伤发生的位置及损伤程度,基于改进的裂纹损伤模型,应用摄动法研究裂纹梁的振动模态变化特性.建立由一阶和二阶摄动量表示的EulerBernoulli裂纹梁振动特征方程,推导出裂纹梁振动特征值和模态振型的一阶和二阶摄动解析表达式,并通过与损伤悬臂梁实验结果对比,验证该方法的可靠性.     

民国期刊的版本识别及其客观著录

民国期刊的版本信息在著录时作为次要款目容易被忽略或遗漏,影响了读者对文献的考证和研究。民国期刊版本信息具有客观著录的必要性,编目人员可根据民国期刊的外部特征、内部的文字记录和标记、民国期刊的权威工具书和研究资料来识别一些常见的版本,并利用现有的编目规则对民国期刊版本信息进行客观著录。     

基于规则的网络文本资源标题快速自动识别方法

选取网络文本资源的标题识别作为切入点,除考虑多数研究关注的文本的格式信息(如字体)、位置信息等特征外,加入对标题与网页正文内容的相关度的考虑,利用科技监测项目采集到的大量历史数据作为统计分析的基础,从候选标题的可能来源和特征方面,构建基于规则的网络文本资源标题快速识别方法,并给出该方法的时间效率和识别准确率测评结果。     

参考文献的应用及其在论文中的标注

根据近年来在《西安欧亚学院学报》投稿的情况看,有部分作者在参考文献的标注方面尚存在一些疑惑。参考文献是为撰写或编辑论著而引用的有关图书资料,凡是引用前人或他人的观点、数据和材料等,都要对它们在文中出现的地方予以标明,并在文末列出参考文献表,参考文献是论文或著作不可缺少的重要组成部分。从参考文献的著录规范、著录原则、在文中的标注、著录项目、常见的著录格式等方面系统介绍了怎样标注参考文献。标注参考文献时要严格区分引用和剽窃的界限、注意与注释的区别,还要注意其他一些事项。