Institute of Food Technologists (IFT) Education Division Competition 2010 Winner: The Organic Price Tag

Abstract: One of the core competencies in the Institute of Food Technologists (IFT) Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.     

Institute of Food Technologists (IFT) Education Division Competition 2012 Winner‐Bittersweet: Understanding and Improving the Taste of Artificial Sweeteners

Abstract: One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to ``communicate technical information to a nontechnical audience.'' The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.     

Institute of Food Technologists (IFT) Education Division Competition 2013 Winner‐A Consumer's Guide to Probiotics: A Glimpse into the Big Picture of a Microscopic World

One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.     

Core Competencies in Food Science: Background Information on the Development of the IFT Education Standards

ABSTRACT: In recent years, many professional organizations have shifted their program standards and program review away from course content‐based criteria and towards outcome‐based learning measures. IFT has recently done the same with implementation of the new IFT Education Standards. These Standards, which replace the old “Minimum Standards for Food Science Programs”, were approved by the Executive Committee at their meeting in June, 2001, with implementation beginning in fall, 2001. All food science programs will now be reviewed for IFT approval against these new Standards. This article describes the process by which this change has occurred over the past few years.     

学生拒食行为干预的个案研究

拒食行为是问题行为中饮食性障碍的一种 ,它严重影响了孩子的身体发育。为了保证孩子的正常生长、探究改变拒食行为的有效策略 ,本研究采用了行为矫正的方法取得了比较理想的效果。研究发现 ,对儿童拒食行为的改变 ,运用塑造、正强化的方法比惩罚效果好 ,实验前设计的正强化物在实验中往往需要根据具体情况灵活调整。     

高校贫困生心理健康状况的调查与教育思路——以徐州工程学院为例

对高校贫困生的学习、生活和经济状况进行问卷调查,结果发现贫困生心理健康状况明显差于非贫困生,主要表现在自卑、高焦虑、抑郁等.应采用合适的教育途径对贫困生进行积极人格、和谐人际关系、良好情绪情感的教育.     

Analyzing the Roles,Activities, and Skills of Learning Technologists: A Case Study From City University London

This article reports on a case study carried out at City University London into the role of learning technologists. The article examines how the role developed by providing points of comparison with a report on the career development of learning technology staff in UK universities in 2001. This case study identified that learning technologists undertook diverse roles and acquired the skills to work in different communities (professional, academic, and research). It also found that although the core role and activities of learning technologists were similar to findings in 2001, the changing context in which they operated added complexity to the role and impacted the skills and experience required.     

案例教学在食品加工与安全领域专业硕士食品加工类课程教学中初探

以"食品加工类"课程为例,食品加工与安全领域专业硕士专业课程教学重在使学生将所学食品加工技术专业知识在实践中有效应用。案例教学可使理论和实践能够较好地结合起来,有利于提高此类课程的教学效果。本文从食品加工类的课程特点、案例教学的优点及食品加工类课程案例教学所需条件三个方面阐述案例教学在贵州大学食品加工与安全领域专业硕士食品加工类课程中的教学优势。     

贵州教育学院成人大学生成就动机调查研究

通过对贵州教育学院268名成人大学生进行问卷调查,分析该学院成人大学生成就动机的特点以及在性别、年级、民族、专业和父母学历与职业等人口统计资料背景上是否存在差异,并依据成就动机理论和研究结果,为今后贵州省成人大学生在教育条件相对落后的环境中成就动机如何发展提出相应的建议和改进措施。     

从案例看增强知识产权保护意识的重要性

我国加入WTO，增强知识产权保留意识显得更为重要。有着典型案例应引起重视，采取应对措施，切实保护我国的知识产权。     

基于IFT国际认证的食品工艺学课程建设

本文以IFT食品专业国际认证对专业课程的要求开展食品工艺学课程建设,重点围绕解析IFT食品专业国际认证对专业课程的要求,设立课程教学目标,建立课程的学习成果及各知识点相应的布鲁姆水平、评价方法和手段,建立"基于学生学习效果的课程评价导向"和"课程目标达成度分析报告",为IFT国际认证视角下的课程建设提供借鉴和参考。     

"全国高校马克思主义学院院长论坛"综述

2007年4月22—23日,在北京大学马克思主义学院成立15周年之际,为了推动马克思主义理论学科建设、思想政治理论课的课程建设、马克思主义理论师资队伍建设和马克思主义学院建设,“全国高校马克思主义学院院长论坛”在北京大学隆重举行。来自全国25所高校马克思主义     

旅游管理专业模块化课程体系建设研究——以合肥学院为例

笔者以课程模块化设置为关键突破点,重新构建旅游管理专业模块化课程体系,突出课程内容的模块化,以全面塑造旅游管理职业能力体系为特色,达到人才培养目标,符合旅游教育内在规律和学生个性发展的需要,以进一步实现社会对旅游管理专业人才的需要.     

以色列创新创业教育生态系统的构建及其启示——以以色列理工学院为例

以色列作为中东地区发达国家,其发达的创新创业教育是推动国家科技进步和经济发展的不竭动力。以色列理工学院作为以色列甚至全球领先的创业型大学,通过培育创新创业文化、引进先进创业师资、开发创新创业课程、完善创新创业组织架构、促进科研成果转化等一系列措施已经构建起了成熟的创新创业教育生态系统,对以色列甚至整个世界均产生了重要影响。这对于我国高校创新创业教育生态系统的构建具有一定的借鉴作用。     

青年外语教师发展研究——以广东石油化工学院为例

本文以广东石油化工学院外国语学院为例子,探讨如何提高外语青年教师自身能力、教学水平、科研能力,激励青年教师提升自我,提高社会价值。结合学校实际,分别从学校、学院、教师本身,以及校企合作、第二课堂、教师培训等方面入手,对青年教师的发展提出建议和对策,分析青年教师发展路径和培养平台。     

少数民族小学生学校适应性状况的分析—以云南为例

使用学校适应性量表对云南省少数民族小学生1000名,汉族小学生1000名进行测查。结果表明少数民族小学生在社会能力和反社会行为的危险水平上,分别占19.89％和19.49％;在高危险水平上,分别占7.53％和2.13％;少数民族小学生的学校适应性水平显著差于汉族小学生,突出表现在敌意、攻击、破坏等方面;少数民族小学生男生的学校适应性状况差于女生,问题的表现依次为,人际技能、自我管理技能、学业技能、敌意、攻击、破坏;贫困地区少数民族小学生的学校适应性状况差于非贫困地区。     

城市商业银行核心竞争力评价研究

结合城市商业银行的独特性,通过设置竞争力指标,运用计量分析方法,分析代表性城市商业银行竞争力,发现竞争力排名靠前的城市商业银行业务优势在于定位明确、创新能力强、具有完善的治理结构以及风险控制能力强。在此基础上提出了提升城市商业银行竞争力的对策建议。     

国内核心期刊研究综述

自核心期刊植入中国,国内学术界、期刊界诸多学者逐渐开始了对核心期刊的起源、在中国的发展及其功能的衍生蜕变过程进行了深入的思考和剖析,提出了许多观点和建设性意见。大家一致认为,应该在现有核心期刊研究的基础上,尽快制定出科学的、细化的、可操作性强的学术评价标准,并不断修订和完善,以确保其学术评价的科学性、合理性、公正性。     

孔子学院的发展回顾与前瞻

追溯孔子学院自创建以来的发展历程,其建设成就主要表现在四个方面:一是发展迅猛而有序,海外分布日益广泛且相对集中;二是师资培训渠道与队伍结构呈多样化特点;三是教材建设从标准化转向国别化、本土化,种类日趋丰富;四是办学模式日趋多元。在孔子学院的国际影响力不断提升的同时,也引发了国内外对其性质、动机、发展速度、规模、教学内容以及经费的质疑。孔子学院应继续加强教师、教材和教学法建设,努力深化合作内涵,提升自身吸引力。