Toward a critical rhetoric of risk communication: Producing citizens and the role of technical communicators

In this article, we build on arguments in risk communication that the predominant linear risk communication models are problematic for their failure to consider audience and additional contextual issues. The “failure”; of these risk communication models has led, some scholars argue, to a number of ethical and communicative problems. We seek to extend the critique, arguing that “risk”; is socially constructed. The claim for the social construction of risk has significant implications for both risk communication and the roles of technical communicators in risk situations. We frame these implications as a “critical rhetoric”; of risk communication that (1) dissolves the separation of risk assessment from risk communication to locate epistemology within communicative processes; (2) foregrounds power in risk communication as a way to frame ethical audience involvement; (3) argues for the technical communicator as one possessing the research and writing skills necessary for the complex processes of constructing and communicating risk.     

基于因子分析法的福州市职业中专学生体育消费影响因素研究

采用问卷调查法与数理统计法对十三所福州市市属中等职业学校的学生进行调查,在福州市职专学生体育消费影响因素的14项指标中提取了三个影响因子,即个人因子、体育消费产品因子和学校因子,这3个因子累计方差贡献率达到67.364%。研究提示:三个因子可全面反映福州市职业中专学生体育消费的特征。     

对影响跨栏步技术效果因素的探讨

本文从跨栏的技术原理出发 ,以力学理论为依据 ,着重对跨栏步技术的合理性规范进行了理论探讨 ,进一步研究影响跨栏步效果的诸多因素     

The song remains the same: the selective tradition of technical rationality in adult education program planning theory

The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a ‘selective tradition’ promoting a dominant ‘discourse’ that privileges ‘technical rationality’. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rational planning theory became codified by 1950, and how little it has varied since. Using relational analysis, we juxtapose this dominant tradition of technical rational planning theory with historical examples of adult education to begin expanding our notions of what could count as legitimate planning practice and theory.     

The university and the technical revolution in Japan: A model for developing countries?

This article discusses the role of the university in Japan's technological and industrial development. In the first part the historical development of the university in terms of technological and industrial development is treated in four sections, as follows:

1. 1868–1886 - higher education and Westernization;
2. 1886–1914 - Japan's industrial revolution and the university;
3. 1914–1945 - industrial development between the wars and the expansion of the university;
4. 1945-the present - the new university system and post-war industrial progress.

In the second part of the article some of the problems observed in the above historical treatment are discussed under the following headings: Westernization of a non-Western society, coordination between education and industry, the government and freedom of the university, and nationalism and internationalism. Throughout the whole period of development, the university in Japan has played a crucial role in introducing Western science and technology into Japan and in training the personnel necessary for technological and industrial progress. While the university has to be given credit for this important contribution it has to be noted that the state itself made an equally important contribution by ensuring that industry was coordinated with the university. Such initiatives on the part of the state did, however, raise questions about the academic freedom of the university. The Japanese university thus played an important part in terms of the development of the national interest; it has, however, been criticised recently for being less ready to develop that spirit of internationalism which the modern world requires.     

A history of instructional design and technology: Part I: A history of instructional media

This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the United States. A definition of the field is provided and the major features of the definition are identified. A rational for using instructional design and technology as the label for the field is also presented. Events in the history of instructional media, from the early 1900s to the present day, are described. The birth of school museums, the visual and audiovisual instruction movements, the use of media during World War II, and the interest in instructional television, computers, and the Internet are among the topics discussed. The article concludes with a summarization of the effects media have had on instructional practices, and a prediction regarding the effect computers, the Internet, and other digital media will have on such practices over the next decade. Portions of this article are from a chapter that will appear inTrends and Issues in Instructional Design and Technology (Reiser & Dempsey, in press). Some segments of the article previously appeared in a book chapter by Reiser (1987).     

科技型企业人力资源开发的对策

科技型企业的人力资源管理与开发，应注重哪些方面，才能使企业长期有生命力、竞争力?     

Accreditation system for technical education programmes in India: A critical review

This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries, including India, that are signatories or provisional members of Washington Accord. It also looks into the reasons of the sparse level of accreditation work completed by the National Board of Accreditation (NBA) since its inception. While mentioning strengths of the NBA accreditation system, the paper points out some shortcomings in the policy, self-assessment questionnaire, criteria, weightage assigned to criteria and rating scheme followed by NBA. Some important recommendations have also been made to render the accreditation system more effective and acceptable to various stakeholders of the technical education sector in India.