If we built it,would they come? Creating instruction videos with promotion in mind

This article reports on a video project done in an academic library where faculty were included in the production and marketing of the library instruction videos. The videos allowed the librarian to provide a shorter presentation and spend most of her time working individually with each student. The results showed that 97% of the students watched the videos and were able to benefit from the content. The implementation of the videos was a success due to the collaboration of the professors teaching the three courses and the buy-in of the course coordinator; both factors were essential in the success of the video project.     

Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these students experience neurotic perfectionism, overexciteabilities (OEs), developmental asynchrony, and bullying. The formation of autonomous classes (GT-only classes) has afforded some hope concerning the amelioration of such problems; nevertheless, in this study, detailed evidence of classroom bullying in the form of social ostracism and teasing has been found with this GT age group. If left unchecked, psychological autopsies have shown these students suffering emotional difficulties and even committing suicide as a result of school and classroom torment. With such potential for classroom bullying problems, few studies address what veteran teachers of early adolescent GT students do to keep students psychologically safe. Within the social milieu of classroom life, and in comparison to research standards, this study explores three efficacious teacher perspectives and practices.     

Social Constructivism and Asynchronous Text-Based Discussion: A Case Study with Trainee Teachers

The paper reports a case study using asynchronous text-based discussion. It considers the role of the tutor and discusses the extent to which online discussions can facilitate social constructivist approaches to instruction and the creation of knowledge. Participants were 17 trainee teachers studying on a post graduate teaching course. The asynchronous text-based discussion (using e-blackboard) focused on planning for progression in children's learning in history and culminated in the trainee teachers writing individual assignments on the topic. The paper analyses the different types of contributions made and reports on the trainees' evaluations of the benefits and limitations of using e-blackboard. It concludes with recommendations and areas for further research.     

An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus

This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.     

从"教育共识"到"共识教育"

人的安全需要与自我意识需要、社会共识的诉求、以及制度化教育本身的特性,提出了形成教育共识的需要.然而,"理解"与"接受"的困难,使得教育共识的形成即便不是不可能的,也是异常艰难的.那些宣称的教育共识往往试图归化不同的观点而体现出强制,强调认同而淡化怀疑,意在融通却造成区分.因此,将"共识"动词化,把"教育共识"变为"共识教育",即从对"共同的教育认识"的关注转到"共同去认识教育"上,虽是不得已的选择,却也是一种积极的策略."共识教育"既是寻求教育共识的最低策略,也体现了对于他人的信任与依赖,还意味着开放怀疑、避免风险的态度.     

基于交-交变频技术实现异步电动机重载起动的研究

为解决异步电动机重载起动存在的不足,提出了一种以80C196KC DSP为控制技术的交-交变频系统的实现方法.该方法具有起动电流小、启动转矩大、启动平滑、运行稳定、控制效果好的特点,详细阐述系统主电路及控制部分的原理和实现方法.     

异步电机驱动时起升机构电机联轴器承受的载荷

本文介绍了应用异步电动机驱动的起重机起升机构在起动时,线弹性和非线弹性联轴器中冲击扭矩的确定方法。 在起重机起升机构两自由度简化力学模型的基础上,建立非线性振动微分方程,采用Runge-Kutta数值积分方法在IBM-PC微型计算机上求得系统的动载响应,同时对系统参数作了特征值化处理;并在此基础上,得到了载荷峰值函数线图。本文还提出了借助于载荷峰值函数来确定联轴器承受的冲击扭矩的方法。     

社交网络舆情下的二元信息竞争SH2IR模型及仿真研究

[研究目的]网络舆情中信息间的竞争传播更符合社交网络的真实情境,研究舆情事件中多元信息竞争传播的演化机制有助于政府和媒体有效监控舆情、引导舆论。[研究方法]结合舆情事件多信息传播特点,加入信息犹豫者和信息接触率,构建二元信息竞争的SH2IR模型,仿真同步和异步情景下二元信息的竞争演化过程。[研究结论]研究表明,在同步传播模式下,单独增强信息接触率、传播转化率、犹豫转化率以及置换率,都可以扩大信息的传播;在异步传播模式下,信息发布的越早,传播范围越广,但单独增强传播参数对传播效果影响较弱,同时提高信息的传播参数时传播行为明显加强。     

无线网在现代组网中的应用方案

无线局域网组网技术的发展和逐步成熟,推动了其在应用领域的普及,特别是在家庭组网中的应用。通过对无线局域网的发展、连接及标准ATM技术的应用探究,使无线局域网得到完善,进一步分析其优缺点和发展前景,为实际的应用提供一种理论指导。     

大学去行政化之“积极”与“稳妥”

目前关于大学行政化该不该＂去＂的认识并没有统一,对如何＂去＂的路径也颇多争议。对此,应在思想层面上坚持改革信念不动摇,发挥高校引领社会的功能,＂积极＂推进大学去行政化社会共识的达成,调动最广泛的社会力量全面参与;在具体操作上则＂稳妥＂设计好如何＂去＂的战略路径,通过推进社会大环境的改变,处理好大学自主发展与政府宏观管理的关系,处理好教授治学与校长治校的关系,寻求去行政化改革的示范性突破口等,争取去行政化改革最终取得成功。