Sentiment analysis as a measure of conservation culture in scientific literature

Culturomics is emerging as an important field within science, as a way to measure attitudes and beliefs and their dynamics across time and space via quantitative analysis of digitized data from literature, news, film, social media, and more. Sentiment analysis is a culturomics tool that, within the last decade, has provided a means to quantify the polarity of attitudes expressed within various media. Conservation science is a crisis discipline; therefore, accurate and effective communication are paramount. We investigated how conservation scientists communicate their findings through scientific journal articles. We analyzed 15,001 abstracts from articles published from 1998 to 2017 in 6 conservation-focused journals selected based on indexing in scientific databases. Articles were categorized by year, focal taxa, and the conservation status of the focal species. We calculated mean sentiment score for each abstract (mean adjusted z score) based on 4 lexicons (Jockers-Rinker, National Research Council, Bing, and AFINN). We found a significant positive annual trend in the sentiment scores of articles. We also observed a significant trend toward increasing negativity along the spectrum of conservation status categories (i.e., from least concern to extinct). There were some clear differences in the sentiments with which research on different taxa was reported, however. For example, abstracts mentioning lobe finned fishes tended to have high sentiment scores, which could be related to the rediscovery of the coelacanth driving a positive narrative. Contrastingly, abstracts mentioning elasmobranchs had low scores, possibly reflecting the negative sentiment score associated with the word shark. Sentiment analysis has applications in science, especially as it pertains to conservation psychology, and we suggest a new science-based lexicon be developed specifically for the field of conservation.     

多媒体网络环境下高职设计类课程教学模式探讨简

高职生源具有自我管理能力差、学习情绪化、形象思维能力强等特点,高职教师由此存在倦怠情绪。高职设计类课程现有教学模式存在讲练分开、缺乏专业特色和重理论轻实践等方面的不足。以多媒体网络技术为基础,采用仿真实践教学、自主学习和混合式教学模式是实现高职设计类课程教学目标的有效途径。     

深化课程改革突破高职数学教学的困境

针对目前高职数学教学面临的生源质量下降、课时大量缩减的现象,要树立全新的高职教育理念,深刻认识数学课程在高职教育中的地位和作用,准确把握高职教育中数学课程的教学目标,重新构建高职教育中的数学课程体系,深化高职数学课程的改革,突破高职数学所面临的教学困境。     

高职环保类专业职业技能培养课程体系开发

课程体系是高职专业办出特色、持续发展的载体。针对高职环保类专业人才培养存在课程体系不合理、实践教学薄弱、职业技能培养方法陈旧等问题，以职业岗位需求为基础，以职业技能培养为主线，构建了以实际污染治理项目为载体的高职环保类专业职业课程体系和职业核心课程。通过职业核心课程建设、双师型师资队伍建设、校内外实训基地建设等措施实现职业技能的培养。     

高职教育实训基地建设的研究与实践

实训基地建设是实现高职教育培养目标的需要,是培养高职人才的必要场所.本文对高职教育实训基地建设的意义、原则和实现功能等方面进行了探讨,并结合专业建设进行了有益的尝试.     

高等职业院校教学模式探讨

教学模式是将多种教学方法有机地加以"整合"。从教学模式的角度来研究课堂教学为教学研究提供了新的思路,为教学理论与实践架起了一座桥梁。本文介绍了教学模式的概念、作用、发展及分类,分析了高职教学模式现状并对模式的构建提出了建议。     

浅析高职数学教学中的人文精神及其培养

目前在高职高专数学教育中存在着只注重数学知识、数学思维、数学思想的研究和教学的现象，而数学教学中应体现的人文精神却常常被忽视了。本文分析了数学教学中蕴涵的人文精神，并提出应坚持自觉性与渗透性的原则，加强数学教学中人文精神培养。     

关于高职园林专业职业素质培养的几点思考

高职园林专业职业素质培养中存在认识不足、形式落后、评价体系不科学等问题，应该通过明确认识，使教学内容多样化，增强师资力量，提高评价体系的科学性等来对园林专业及高职院校相关专业进行教学改革。     

高阶振型在山地掉层结构中的影响研究

设置不同掉层层数、掉层跨数和坎上楼层层数的模型,对比分析各模型在不同振型数下结构响应值的误差,根据分析结果来验证常用振型数量控制方法的适用性和差异性。结果表明,高阶振型对山地结构中掉层部分的内力响应影响显著。不同的掉层结构布置对振型数的选择有重要影响,掉层层数的增加使层剪力误差超限的楼层位置从顶层转移到掉层部分,致使掉层部分对高阶振型更加敏感。伴随着掉层跨数的减少,最大层剪力误差及误差超限的楼层数均呈先增大后减小趋势,即存在最不利的掉层跨数比,此时各内力响应误差均最大。坎上楼层的增加会提高掉层部分的剪力误差值。相对于层剪力,层间位移更易于通过提高振型数来控制精度。振型位移控制法的精度较高,但会增加大量结构计算和分析成本。振型质量参与系数法仅在个别结构中的层间剪力误差较小,总体来说其控制效果较差。解决这一问题,还需进一步研究以便提出一种新的振型控制方法。     

Reviewing University Community Gardens for Sustainability: taking stock,comparisons with urban community gardens and mapping research opportunities

Community gardens (CGs) in university settings are faced with challenges associated with a transient and inexperienced population of student gardeners, but they also have the potential to have a lasting impact on the food behaviours of many young people. This paper undertakes a systematic critical review of literature about University Community Gardens for Sustainability (UCGS) in order to suggest directions of future research in the emerging field research about CGs within and outside of universities. The literature shows that UCGS have similar benefits to those identified in urban CG literature; but with greater emphasis on both the educational and environmental sustainability benefits, suggesting an under-used potential of CGs in these areas. We argue that a better understanding of the particular challenges and benefits of UCGS could improve outcomes of CGs in all settings. Therefore we recommend that future should explore: (1) participant transience in CGs, thereby helping sustainability projects with large volunteer bases learn to cope with challenges this poses in order to maximise the garden’s impacts; (2) whether/how participating in CGs can contribute to changes in attitudes/behaviours with regards to sustainability and be used as a tool for Education for Sustainability in and outside of university settings and (3) failed cases of CGs to genuinely understand factors that contribute to success. By addressing these areas we can improve our understanding of how community gardening can contribute to our communities, universities and environment, and can begin to make these potential contributions a reality.