体育教学中女生心理障碍产生的原因及对策

文章采用文献综述、问卷调查的方法，探讨了在体育教学中女生心理障碍产生的原因，及解决此类问题的相应方法与途径。     

体育教学中高职生心理障碍的成因和对策

近年来，随着高等院校（本科以上）招生名额的逐年增加，来自社会、学校、家庭、就业等各方面的影响给正处于心理形成和走向成熟的高职生造成心理压力，长期的心理困扰使他们形成心理障碍，在体育教学中，表现也很突出。分析了体育教学中学生心理障碍形成的原因，以及在体育课中提高学生心理健康水平的途径与方法。     

FAIR原则背景下基于机构知识库的高校科学数据管理平台研究

科学数据不仅是科学研究的成果,也是科学研究的对象与工具,是科研机构、科研人员研究交流的重要资源。科学数据管理是对科学数据进行搜集、整理、保存、共享,促进科学数据的价值再提升。随着FAIR原则研究的不断深入,越来越多的机构接受并支持该原则成为科学数据管理的国际准则。文章以河海大学为例,从系统架构、质量控制、服务体系等方面探究高校机构知识库在科学数据管理方面的应用以及实践科学数据的可发现、可访问、可互操作、可重用等原则,旨在为机构知识库在FAIR原则背景下实现科学数据的有效管理提供对策和参考。     

科研机构对机构知识仓储认知和服务需求调查分析*

 采用调查问卷方式,对中国科学院科研院所内科研人员对机构知识仓储的“认知情况和对IR系统所提供服务的需求”进行调查,对回收的数据作统计分析和归纳总结。指出此次调查存在的不足,部署下一步工作。     

近年来我国数字图书馆建设的主要障碍及发展策略

针对我国数字图书馆建设中的主要障碍，提出了相应的发展策略：争取政府和社会各界支持，研究开发和引进关键技术，加强标准化和规范化研究，组织与建设数字化信息资源，妥善解决知识产权问题，加强人才的培训和引进。     

The Organizational Tension of Othering

In this paper narratives submitted to this issue are reviewed and critiqued using the feminist lenses of othering and organizational irrationality. Four emergent themes in the narratives are identified and discussed, with the themes and the feminist critique of them used to provide a set of recommendations for developing researcher-IRB working relationships.     

Organizational Power and the Institutional Review Board

In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power.     

The IR Has Two Faces: Positioning Institutional Repositories for Success

This article describes the ongoing efforts at University of Nevada, Las Vegas (UNLV) Libraries to evolve the role of the institutional repository (IR) and to effectively position it within the context of the Libraries’ collections, research support, and scholarly communication services. A major component of this process is re-examining the fundamental aims of the IR and aligning it to the Libraries and the campus strategic goals. The authors situate UNLV Libraries’ experience within the context of the current literature to provide background and reasoning for our decision to pursue two, at times conflicting, aims for the IR: one for scholarly communication and another for research administration.     

Research universities on the ResearchGate social networking site: An examination of institutional differences,research activity level,and social networks formed

As one of the largest active academic social networking sites, ResearchGate (RG) has been utilized by scholars to share publications, seek collaborators, communicate work in progress, and build scholarly reputation. This study collects data from RG users from 61 U.S. research universities at different research activity levels, as categorized by the Carnegie Classification of Institutions of Higher Education, to examine the impact of institutional differences on RG reputational metrics. The results confirm that RG is a research-oriented academic social networking site that closely and realistically mirrors the research activity level of institutions. With an increase in the research activity level of a university, its affiliated RG users tend to have higher RG scores, more publications and citations, and more profile views and followers, while the average number of reads of their publications and followees tend to be lower and fluctuant. In addition, RG users primarily follow others from institutions of a higher research activity level, forming virtual social networks centered around esteemed institutions. The study suggests academic social networks can serve as indicators in evaluation of research activities among research institutions, and such sites can be helpful and credible for acquiring resources, keeping informed about research, and promoting academic influence.     

设置实验障碍强化素质教育

为培养“宽专业、厚基础、能力强、素质高”的新型人才，传统的实验教学模式是不能很好地培养学生的创新精神和实践能力的。针对学生对一些纯粹的验证性实验不感兴趣，实验能力得不到提高的现象，笔者在多年的实验教学中，不断总结教学经验，在不影响实验效果的前提下，有意识设置实验障碍，以提高学生分析问题、解决问题的能力。