Search for the roots of ratio: Some thoughts on the long term learning process (towards ... a theory)

The main subject is a ratio theme for third graders. The instructional text belonging to it was first submitted to an international, panel of experts. The reactions of the panel are reported and tested against classroom experiences.     

Appealing to the soul: towards a Judeo-Christian theory of learning

Beginning with the recognition that every learning theory rests on particular assumptions about the nature and capacities of the learners, this study provides an examination of the implicit premises upon which several of the more prominent learning theories - behaviourism, cognitivism, situated learning, and social cognitivism - have been built. Even as each theory is found to propose a slightly distinct conceptualization of human nature, none are found to accommodate acknowledgement of the role of the soul, the spiritual dimension, in determining individuals' ability to learn. Expanding on Habermas's and Mezirow's ideas of learning domains as popularized by Cranton (1994), this paper shows that ultimately, the learning transaction hinges upon the phenomena of perceptions, and perceptions are realized through the realms of physical, emotional, cognitive and spiritual input. This reconceptualization of learning to include the soul as a key determinant concludes with a concrete explanation of how acknowledgement of humans' spiritual dimension holds significant potential for enhancing teaching-learning situations.     

高职院校基层党务工作队伍建设长效机制的研究

在高职院校中,基层党务工作队伍建设长效机制是高职院校党务工作一个重要方面,该工作不仅影响着高职院校基层党务工作质量和效率,更影响到高职院校培养人才的质量,本文在分析当前高职院校基层党务工作队伍工作状态后,提出加强高职院校基层党务工作队伍建设的紧迫性以及长效机制的策略,以期为高职院校基层党务队伍建设提供有价值的参考与借鉴。     

History,place and the learning society: towards a sociology of lifetime learning

This paper aims to shift the debate on the Learning Society away from the normative focus which has predominated hitherto. Rather than beginning with questions about what a Learning Society ought to constitute, we seek to engage with the patterns of participation in learning through the life‐course and their determinants. Our discussion begins with an examination of the way in which the official discourse of the Learning Society is dominated by human capital theory. The critical evaluation of the latter is thus a serious undertaking. Human capital theory involves an unwarranted abstraction of economic behaviour from social relations more widely; participation in lifetime learning cannot be understood in terms of the narrow calculation of utility maximization. This critique provides the basis for the development of a more satisfactory theoretical account, in which learning behaviour is conceived as the product of individual calculation and active choice, but within parameters set by both access to learning opportunities and collective norms. These parameters, by their very nature, vary systematically over space and time: accordingly, place and history must play a central role in any adequate theorization. We conclude that this kind of theoretical approach has important implications not only for empirical research, but also for strategies aimed at creating a Learning Society.     

Education for work: Reflections towards a theory of vocational education

By integrating aspects of a philosophy of work and a sociology of work, this article draws conclusions relevant to framing a theory of vocational education. Education for work is accepted in this paper as the common central meaning of the term vocational education. The two concepts, education and work, are first examined separately: work is seen to include recreational and occupational work, while occupational work is seen to fall on a continuum ranging from constrained to unconstrained occupational work. Education and training are distinguished. After a discussion of the conceptual links which might be drawn between education and work, recommendations are made about the aims, the place, and the curriculum of vocational education within the general institution of education.

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Zusammenfassung Durch die Integration von Aspekten einer Philosophie der Arbeit und einer Soziologie der Arbeit kommt der Verfasser dieses Artikels zu Schlußfolgerungen, die eine Theorie der Berufsbildung entwickeln. Bildung für die Arbeit wird in diesem Artikel als die allgemeine, zentrale Bedeutung des Begriffes Berufsbildung verstanden. Die beiden Begriffe Erziehung, und Arbeit werden zunächst einzeln untersucht: Arbeit umfaßt hier Freizeit- und Berufsarbeit; Berufsarbeit ist ein Kontinuum von mehr oder weniger vorgegebener Tätigkeit. Es wird zwischen Bildung und Ausbildung unterschieden. Im Anschluß an eine Diskussion über begriffliche Gemeinsamkeiten zwischen Erziehung und Arbeit werden Vorschläge über Ziele, Einordnung und Curriculum der Berufsbildung innerhalb des allgemeinen Systems der Erziehung unterbreitet.

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Résumé En intégrant des aspects d'une philosophie et d'une sociologie du travail, cet article tire des conclusions pertinentes pour l'élaboration d'une théorie de l'éducation professionnelle. L'éducation pour le travail est prise dans cet article au sens commun central du terme éducation professionnelle. Tout d'abord, on examine séparément les deux concepts éducation et travail: on considère que le travail inclut les occupations récréatives et professionnelles alors que le travail professionnel est vu en tant qu'un continuum allant du travail professionnel contraint au travail non contraint. On distingue l'éducation de la formation. Après une discussion sur les liens conceptuels qui pourraient être établis entre l'éducation et le travail, des recommandations sont faites sur les objectifs, la place et le contenu de l'éducation professionnelle au sein de l'institution générale de l'éducation.

     

关于加强工程造价管理的点滴思考

工程造价是衡量工程建设投资效益的一项非常重要的指标,它对工程建设的质量起着举足轻重的作用,因此我们必须依法加强工程造价的管理.本文主要从加强材料价格管理、加强编审预结算过程管理以及提高工程造价管理人员自身素质等三个方面阐明加强工程造价管理的扼要方法.     

Attitudes of students towards the use of a Learning Management System (LMS) in a face-to-face learning mode of instruction

Abstract

The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”.

The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery.     

论刚体的中心惯量主轴

本文论述了关于刚体的中心惯量主轴的如下结论:刚体的中心惯量主轴就是刚体质心的惯量主轴,刚体的中心惯量主轴只有唯一的三条,它们就是刚体质心的三条惯量主轴.刚体中心惯量主轴上任意一点的惯量主轴与刚体的三条中心惯量主轴重合或平行.     

Asking questions of (what) assessment (should do) for learning: the case of bite-sized assessment for learning in Singapore

The recent focus on AfL has shifted from defining its scope and extent to understanding its implementation, and research has revealed AfL implementation to be complex and contested. AfL implementation is especially challenging in national contexts that emphasise high stakes examination performance and grades. One such example is the nation state of Singapore, which recently implemented Assessment for Learning nation-wide in all its primary schools in the form of “bite-sized assessment”. This article examines how bite-sized assessment in Singapore came to be implemented as a form of AfL, and how it was subsequently constructed as policy dictate, as opposed to being recognised as a form of best practice. A study of teachers’ perspectives of bite-sized assessment practices in Singapore primary schools reveals inconsistency between policy intent and school implementation. An inquiry-based approach is recommended for teachers to frame AfL implementation as a practice to be understood, rather than a package of pre-determined practices to be administered.     

Self‐assessment as a Generic Skill for Enterprising Students: the learning process

The ability to use appropriate self‐assessment skills for monitoring and planning for progress is often assumed to be well developed in higher education (HE) students. This paper argues that this cannot be taken for granted and that, as teachers in HE, we must explicitly address the issue of self‐assessment skill acquisition. The development of a personal development diary, supported by the Enterprise in Higher Education (EHE) initiative at the University College of North Wales (UCNW), Bangor, is described. Learning principles consistent both with the literature on skill acquisition and the objective of enabling students in HE to have control over their own learning determined this development and are presented in the paper. Whilst successful in achieving its aims, it is recognised that the diary, as developed, is not widely accessible to students. An alternative or complementary learning procedure, which can be used with large groups for the acquisition of skills, is also reported.     

人文社科类本科实践教学体系建设的思考

实践教学是相对于课堂教学的重要形式之一,是培养学生创新精神、实践能力与提高学生综合素质的重要环节.人文社科类高等院校应从实际出发,构建与人文社会学科的学科特点相符合的本科实践教学体系,该文就如何构建该体系提出了一些思考.     

Use of the WISC-R with a learning disabled population: Some diagnostic implications

A group of 41 learning disabled children in Hawaii, aged 6 to 151/2, were tested on the WISC-R. Two main questions were explored: (a) Do the separate WISC-R tests assess “g” for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? The answers to these questions were interpreted in terms of their diagnostic significance.     

对完善我国离婚家务补偿制度的几点思考

所谓家务补偿是指在婚姻关系存续期间,一方在家务方面付出较多义务的,在离婚时有权请求另一方给予一定经济补偿的制度.离婚救济体系中的离婚家务补偿制度,在理论上和实践中都具有重要的意义.它从法律上肯定了家务劳动的价值,并可以平衡离婚当事人的财产,体现社会公正.但它在适用中还存在众多争议的问题,制度自身的不足使其意义大折扣,有待于立法、司法和学界认真研究,以更好完善之.作者认为,我国离婚救济体系中的离婚家务补偿制度存在适用范围过窄、适用时无相关考虑因素的缺失,需要从扩大其适用范围、设立相应家务评估制度、细化其相关规定几个方面进一步完善.