利用都柏林元数据应用包管理多样化的元数据开发

大英图书馆长期大规模的资源数字化产生了大量的声像资源，这些项目由于大部分是由外来资金资助并与外单位合作，其产生的资源和元数据往往散藏在各个不同部门，元数据的有无及其结构格式区别很大，这给检索和使用带来极大的不便，因此跨库检索势在必行。在推行标准化的同时，大英图书馆考虑到各个特藏的功能和服务特点，允许足够的灵活性。他们遵循的一个主要原则是，如果数据是在大英图书馆系统之外建立的，该系统应该具有生成和输出基本元数据记录的功能，其格式应该与至少一种大英图书馆所支持的标准兼容，对元数据记录的最低要求是要与大英图书馆元数据应用纲要（BL Application Profile，B-LAP）一致。B-LAP是用XML标注、以都柏林元数据核心元素为基础的应用纲要。本文特别讨论了利用都柏林核心元数据应用纲要来支持检索的策略，以及如何应用纳要来控制在数字化资源过程中产生的多样化的元数据格式，并为各种早期的系统之间在高层次上提供互操作性。本义还描述了该系统的构建及如何支持横跨各种不同数据库之间的检索。     

The Combined Effects of Instructor Communicative Behaviors,Instructor Credibility,and Student Personality Traits on Incivility in the College Classroom

This study investigated the combined role of instructor communication variables (nonverbal immediacy and self-disclosure), instructor credibility (competence, caring, and trustworthiness), and student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, and openness) in predicting students’ uncivil behaviors in class. A total of 406 students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Personality and instructor behavior variables contributed approximately equally to explaining variance in student incivility. Students’ conscientiousness and agreeableness had direct negative relationships with incivility, whereas instructors’ amount and negativity of self-disclosure had direct positive relationships with incivility.     

论人的全面发展与健全人格教育

人格是一个人的无价宝，是任何代价都不能换取的。健全的人格，主要是后天铸就的。它是人的全面发展的基础，又是人的全面发展的重要表现。健全人格教育是当代大学生全面发展的金钥匙。     

Position-specific performance indicators that discriminate between successful and unsuccessful teams in elite women’s indoor field hockey: implications for coaching

The aim of this investigation was to establish median performance profiles for the six playing positions in elite women’s indoor hockey and then identify whether these position-specific profiles could discriminate between qualifying (top four), mid-table and relegated teams in the 2011–2012 England Hockey premier league. Successful passing in relegated teams was significantly lower (P < 0.008) than in mid-table and qualifying teams in four of the five outfield positions. Furthermore, the right backs of qualifying teams demonstrated significantly fewer (P < 0.008) unsuccessful passes (x? = 15.5 ± CLs 15.0 and 10.0, respectively) and interceptions (x? = 4.0 ± CLs 4.0 and 3.0, respectively) than relegated teams (x? = 19.5 ± CLs 21.0 and 17.0; x? = 7.5 ± CLs 8.0 and 6.0, respectively). Finally, the right forwards of relegated teams demonstrated significantly fewer (P < 0.008) successful interceptions (x? = 4.0 ± CLs 5.0 and 4.0, respectively) than qualifying teams (x? = 5.0 ± CLs 6.0 and 3.0, respectively) and significantly more (P < 0.008) unsuccessful interceptions (x? = 5.5 ± CLs 6.0 and 4.0, respectively) than mid-table teams (x? = 3.0 ± CLs 3.0 and 2.0, respectively). Based on these findings, coaches should adapt tactical strategies and personnel deployment accordingly to enhance the likelihood of preparing a qualifying team. Research should build from these data to examine dribbling, pressing and patterns of play when outletting.     

How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study

Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices.     

Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.     

有效改变学生人格的心理技术干预途径与原理

澄清卡特尔等个性心理学家们当年理论的局限,纠正了对人格稳定性与可变性认识方面的长期误解。阐明人格中的诸多貌似本能情绪行为表现,实质上是后天形成的条件性情绪反应。用临床实例说明嫉妒、多疑、狭隘等消极人格多为此种情绪结构组成。以高校和中学心理咨询机构的临床干预成功事实为依据,阐明通过临床技术干预途径对学生实施快速人格修正的可行性。     

高校公共美术课教学方法探索

美术作为素质教育的一个重要组成部分,在高等学校教育中显得尤为重要,探寻一些可行性教学方法对于高校公共美术课教学来说已势在必行。“审美、欣赏法”、“锦上添花、雪中送炭法”、“目击法”以及“实用型成就法”在教学实践中效果良好,可以为高校公共美术课教学提供一些参考。