基于微博的图书馆虚拟咨询团队知识协同服务模式研究

文章探讨以虚拟咨询团队为主导构建微博社区,应用微博信息交流服务平台开展知识协同服务,提出基于微博的图书馆虚拟咨询团队知识协同服务模式,并对模式的流程和实施进行阐述,以期为网络环境下图书馆知识服务提供新的思路和方法。参考文献5。     

The Librarian's Library

Abstract

The breadth and depth of subjects and the size of user population of a major university library demand a well-organized reference service. To manage such diverse disciplines and clientele, librarians rely on each other for shortcuts recorded and saved in a staff-access vertical file. A team approach of sharing useful reference sources helps all reference librarians improve their service to library users. If reference staff can efficiently store and organize fugitive material that can be shared by all staff members, they can use that material to meet immediate ready reference needs, and later develop sophisticated information-access tools such as pathfinders and knowledge bases.     

对高校组织员队伍建设的思考

随着高等教育的迅速发展,在校学生数量不断增加,青年学生的入党积极性进一步提高,如何加大在优秀大学生中发展党员的力度,强化对基层党组织工作的检查和指导,规范岗位工作标准和流程,保证发展党员的质量是当前高校学生党建工作亟待解决的问题。     

2011年世界杯中国女排技术统计分析

本文采用文献资料法、观察法、录像分析法、对比分析法对中国女排参加2011年世界杯的比赛进行了详细的分析和研究。研究认为:中国女排在进攻方面有着一定的提高,但仍然存在攻击点集中、战术攻运用不多的不足;在接发球、发球和防守方面,存在接发球整体效果欠佳,自由人接发球数量较少的不足,整体防守起球数量可以,但起球到位率不高,发球整体攻击性不强。建议:中国女排应提高球队尤其是主攻手的防守能力;加强发球的攻击性和稳定性;改善攻手的使用结构和比例,提高强攻的进攻效果;加强后备人才培养;提升球员的体能储备。     

新形势下高职院校辅导员队伍管理困境研究

面对压在身上的“四座大山”：工作量大、工资待遇低、社会地位低和职业发展空间狭窄,高职院校辅导员队伍呈现了流动性较大、主观心态上的职业倦怠等状况。新形势下高职院校间竞争日益激烈,辅导员队伍的管理陷入尴尬的困境。因此,加强辅导员队伍的建设势在必行。应积极贯彻落实党的十八大报告所提出的努力办好人民满意教育的要求,采取相应措施,加强辅导员队伍建设与管理。     

Curriculum change: a study of the implementation of General National Vocational Qualifications

This article focuses on curriculum change, in particular on course team responses to the introduction of a new curriculum and on the implications of empirical findings for our understanding of curriculum implementation and change. The case discussed is that of the second version of GNVQ. The discussion is based on an analysis of data collected across twenty-two course teams in ten schools and colleges over a two-year period as part of an ESRC-funded project. The model of comprehensive assessment of the second version of the GNVQ is one in which the curriculum reinforcement role of assessment related to the coverage and standards of the qualification but not to the design of courses. Theoretically, significant scope was accorded to course teams to develop and provide courses that responded to local contexts. The article explores how patterns of difference and similarity in course team responses to the introduction of this curriculum might be explained and indicates three broad approaches: implementation, adaptation and assimilation, relating these responses to the existing experience and expertise of members of the various course teams. The article draws on concepts from the field of linguistics to put forward the notions of ‘curricular fields’ and ‘sub-curricular fields’ and suggests that curriculum implementation needs to take greater account of the sub-curricular fields of course teams.     

高校实验技术队伍建设机制研究

分析了高校实验技术队伍人员结构、知识结构不合理,缺乏活力和创造力等问题,阐述了解决这些问题的紧迫性。从机制建设角度阐述构建一支结构合理、具有高度凝聚力和积极创造力的高素质、高质量的实验技术队伍是当前实验室建设中的重要任务。机制建设包括团队建设机制、制度与约束机制、绩效考评机制、激励机制和岗位培训机制。     

问责制在教学创新团队运行中的作用与实施途径

在阐述创新型教学团队基本特征与运行保障机制的基础上,分析问责制在保障教学创新团队良性运行中的作用,提出在教学团队中实施问责制应充分发挥问责制不仅追求效益、效率、结果与质量等复合目标,而应发挥与报告、评估等实施方式紧密相连的优势。并进一步探讨问责制在教学创新团队运行中的实施途径,强调问责文化和人人支持教育问责对问责制推行的作用。     

Motivational Climates,Achievement Goals,and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year.     

Dynamic Systems Theory and Team Sport Coaching

This article examines the theory of dynamic systems and its use in the domains of the study and coaching of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. A key element for the observation of game play is the notion of configuration of play and its ever-changing shape, namely through phases of contraction and expansion, and its moving location on the court or the field. Analysis of specific configurations of play by players, or external observers, is discussed in light of the notion of prototypical configuration of play and the process of learning by analogy. Offensive and defensive matrices of play, encompassing play in movement as a systemic whole, are presented as advance organizers that provide players with advance strategic representations of reference key points in the unfolding of game play. These various concepts, along with elements of movement in play, are integrated in a model intended to help players and observers grasp a systemic view of action play and its underlying fulcrums.