The Social Worker's Role in Serving Vulnerable Athletes

Athletes are a population group with unique vulnerabilities whose social work-related needs are often not met. Because of the perception that they are young and healthy, athletes are seen as free from mental health challenges and social problems. Yet athletes are at high risk for distress due to pressures to perform, avoid showing pain, hide physical injuries and substance abuse problems, eating disorders and burnout. At the same time, they may have false support systems that are interested in the athlete for social or monetary status. Social workers are broad systems practitioners who can focus on how the environment and other influences affect an athlete's mental health and well-being. Because social workers are strengths-based, they can assist athletes in achieving their highest level of functioning on and off the playing field.     

信息抽取中领域本体的设计和实现

领域本体在信息抽取系统有着重要作用。该文介绍了本体、领域本体的基本概念,并探讨了领域本体与信息抽取的关系。提出了信息抽取系统中领域本体的设计准则和实施步骤,实施步骤包括领域本体需求分析、收集本体信息、构建领域本体框架、形式化编码、确认和评价等。在信息抽取原型系统中实现了显示器领域本体,并将该领域本体应用到信息抽取中的命名实体识别、抽取模式获取和主题概念提取等任务中,应用结果表明该方法、步骤是可行的。     

任意细线结构瞬态响应的高效求解

将时域电场积分方程法和普朗尼方法结合,求解了任意细线结构的瞬态电磁响应问题。时域电场积分方程法用以计算早期响应,普朗尼方法从早期响应中提取极点,得到后期响应。避免了传统时域积分方程在后期响应求解的不稳定性,提高了瞬态响应求解的效率。以线天线、环天线为例,计算了在高斯脉冲激励下的电流响应。     

从泰勒士到亚里士多德希腊哲学范畴的生成与进化

从概念或范畴进化的角度审视希腊哲学构成希腊哲学研究的重要纬度。总体说来,希腊哲学范畴的逻辑发展表现为抽象形态的运动,即由感性的存在到规定的概念,由概念到范畴系统,由单一命题到科学整体(形式逻辑)的发展过程。本文试从这一方面展开对希腊哲学的考察。     

幼儿师范类高等专科学校立体化办学模式构建探索

幼儿师范类高等专科学校是培养幼儿教师的主力军,在满足幼有所育、幼有所教社会需求中应当更充分地发挥作用。调查全国54所幼儿师范类高等专科学校,综合分析其整体发展现状,在归纳影响幼儿师范类高等专科学校发展的瓶颈性问题基础上提出相应求解思路,特别强调：采取立体化办学模式,有望较快提升幼儿师范类高等专科学校的办学实力与综合水平。     

世博会域名与知识产权保护

世博会域名是具有知识产权性质的特殊标志,但是目前对世博会域名的知识产权保护却是法律空白。大量的域名侵权事实及世博会作为展会的时限性都说明应该对世博会域名进行知识产权保护。《世标条例》应增设相关的专项条款。     

论中国古代戏曲编年与戏剧史观念

古代戏曲编年应注重戏曲家的生平事迹、交游与著述、作品辨订与本事流变梳理、历代批评家的评价、舞台演出与演员情况及戏曲传播与接受等几个方面,戏曲史料的搜集、整理与辨析等方面,则是戏曲编年的撰写原则。戏曲编年研究必须突破传统观念,今后的戏曲研究更应进一步加强基础文献工作,加强对戏曲表演、传播及戏曲研究中薄弱环节的研究。     

复杂域课程观初探

课程的实现,需要特定的课程要素与系统集聚,由此形成了课程复杂域。课程复杂域主要是由课程之势和课程之能构成。课程之势主要是根植性、非均质性和流构成;而课程之能则主要是通过切近、生成与涌现构成,它们共同规定了课程的内涵、特征以及发展方向。     

Mode effects in cultural domain analysis: comparing pile sort data collected via internet versus face-to-face interviews

This article tests whether collecting pile-sort data online produces results similar to those obtained with face-to-face methods. We collected pile sorts from 227 university students in the cultural domain of emotions. To test for mode and design effects, we randomly assigned participants to face-to-face or internet modes and to either a 15- or 30-item sort. We found no evidence of mode effects in semantic structure, but the level of agreement among respondents varied by mode, depending on the number of items in the task. Agreement was higher among online respondents in the 15-item task but among face-to-face respondents in the 30-item one. Because the central purpose of pile sorting is to elicit semantic structure, we conclude that online data collection is a viable option for most researchers, but the mode effect in level of agreement implies that other design elements may affect comparability of face-to-face and web-based methods.     

The relation between children’s task‐specific competence and mothers’ controlling practices

In the guided learning domain of socialization, studies examining the antecedents of controlling parenting suggest that children’s lack of competence in a task could trigger controlling practices in that task. However, a stringent test of this relation remains to be conducted. This study examined this relation using a sample of 101 children (M_age = 10.21 years) and their mothers, a standardized measure of children’s competence in a task that was unfamiliar to the participants, and multi‐informant observational measures of maternal controlling practices during a mother–child interaction involving that task (rated by an independent coder and the children). Path analyses showed that children’s initial lack of competence in a task was related to higher levels of coded maternal controlling practices during a subsequent mother–child interaction involving that task, which in turn were positively linked to children’s perceptions of their mothers’ practices as controlling. A bootstrap analysis also confirmed that the indirect link from children’s competence to perceived maternal controlling practices through coded maternal controlling practices was significant. These effects were observed while controlling for mothers’ self‐reported controlling parenting style and perceptions of their children’s academic skills. Implications of these findings for the promotion of optimal parenting and future research directions are discussed.