养成教育——幼儿素质教育可持续发展的必由之路

教育在幼儿的兴趣点与关注点上产生;幼儿行为的闪光点正是教育的生长点;艺术教育是幼儿素质教育的切入点;让孩子成为学习的主人是素质教育的制高点。     

纳米磁性液体的分散稳定性分析

从纳米磁性液体中磁性颗粒的沉淀和团聚的角度分析了磁性液体稳定分散的条件，讨论了在外场下磁性颗粒的尺寸对其沉淀的影响，并引入势能的概念定量研究了决定磁性颗粒团聚体形成的3种主要作用力。利用数值计算的方法，讨论了3种相互作用势能以及净势能与磁性颗粒间表面间距和表面活性剂层厚度的关系。结果表明，增大表面活性剂层的厚度是避免磁性颗粒团聚体形成的关键措施。     

词汇的评价潜势和语境

根据词汇语义中描述意义和评价意义的组合情况,把词汇大致分成三类,即一般评价词汇、具体评价词汇和描述性词汇。分析这三类词汇的评价潜势,可以发现评价理论对它们的评价潜势估计不足。要充分揭示词汇在具体语篇中的评价功能,必须着眼于语境中动态构的评价意义,而不仅仅是编码在词汇语义中的评价意义。     

技术与艺术的信息分野

技术与艺术,虽分属不同的概念范畴,但世人表述中,混淆者不少。如管理、决策、公关的技术或艺术,甚至绘画、制造的技术或艺术等。选取信息的视角,探讨了技术与艺术的分野:立足于内涵,技术的信息具有规定性,其总量是确定的、集约的;而艺术的信息具有非规定性,其总量是不确定的、冗余的。立足于创造,技术创造强调手段和过程,而艺术创造强调心理效果。立足于评价,技术本身受热力学势所驱动,技术的价值在于向外部获取人们所需要的物质性的能量信息;艺术本身受信息势所驱动,艺术的价值在于向内部挖掘人们所需要的精神性的能量信息。最后讨论了管理的技术性与艺术性的关系。     

大学生心理健康教育的个体价值

心理健康教育能有效地减少大学生的心理障碍,有利于他们形成健康的体魄,提高他们的身心素质,提升生活质量;心理健康教育能使大学生正确认识自我,完善自己的人格,增强创造性,以充分发挥自己的潜能。同时,心理健康教育还能促进大学生道德的内外统一,形成高尚的道德品质,合理地安排好学习与生活,提高承受挫折的能力,这也是实现大学生全面发展的重要手段。     

浅议语境概念的泛化

正确理解话语必须以正确认识语境为前提,文章回顾了近年来对语境研究方面的成果,并简要阐述了语境研究中的泛化现象。     

Examining fostering readiness in treatment parents

Preservice trainings have the potential to improve treatment parent and youth outcomes, yet researchers have noted the lack of empirical research on the effectiveness of these trainings. Preservice outcomes are typically collected immediately after training completion, with little to no follow‐up assessments at other time points. This study aimed to examine the longitudinal changes treatment parents experience throughout preservice training and after a youth is placed in their home. Secondary data analyses were performed on an archival data set (N = 57) that included demographic information and training participant scores from two standardized measurements that examined their fostering readiness before and after preservice trainings as well as after a youth was placed in the home: Personal Dedication to Fostering Scale and Willingness to Foster Scale. Analyses revealed significant changes for treatment parents' personal dedication to fostering, but no significant changes for their willingness to foster. Treatment parents' fostering readiness scores were compared to a normed sample of foster parents and were found to be significantly higher for their personal dedication scores but not for their willingness to foster. The findings suggest certain treatment parent outcomes may change as a result of preservice training and experience with youth, but additional measurements and outcomes should be examined.     

Using recurrent time-to-event models with multinomial outcomes to generate toxicity profiles

Most clinical studies, which investigate the impact of therapy simultaneously, record the frequency of adverse events in order to monitor safety of the intervention. Study reports typically summarise adverse event data by tabulating the frequencies of the worst grade experienced but provide no details of the temporal profiles of specific types of adverse events. Such 'toxicity profiles' are potentially important tools in disease management and in the assessment of newer therapies including targeted treatments and immunotherapy where different types of toxicity may be more common at various times during long-term drug exposure. Toxicity profiles of commonly experienced adverse events occurring due to exposure to long-term treatment could assist in evaluating the costs of the health care benefits of therapy. We show how to generate toxicity profiles using an adaptation of the ordinal time-to-event model comprising of a two-step process, involving estimation of the multinomial response probabilities using multinomial logistic regression and combining these with recurrent time to event hazard estimates to produce cumulative event probabilities for each of the multinomial adverse event response categories. Such a model permits the simultaneous assessment of the risk of events over time and provides cumulative risk probabilities for each type of adverse event response. The method can be applied more generally by using different models to estimate outcome/response probabilities. The method is illustrated by developing toxicity profiles for three distinct types of adverse events associated with two treatment regimens for patients with advanced breast cancer.     

Theory of change models deepen online learning evaluation

Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.