Multirelational semantic maps

Research on multirelational semantic maps is laden with promise for educational applications, but the development of knowledge mapping systems has been largely unsystematic. This paper describes the distinctive features of knowledge maps, discusses their origins, and explores some of the strengths and weaknesses of the wide variety of maps and mapping approaches that have been appearing in the literature over the past several years. Research findings pertaining to maps' potential and actual uses in educational settings are summarized, with some indepth attention to the more programmatic efforts of Novak as well as to our own mapping system. Suggestions are made for future exploration of, and experimentation on, maps as unique tools for organizing, representing, and communicating a wide variety of knowledge domains.     

The need for process data

In previous data systems for elementary/secondary education, data on inputs have often been available along with at least limited kinds of output information, but process data generally have been lacking. Many suggestions have been made for designing a statistical system that includes a wide variety of data on processes and on staffing. A concise set of such variables needs to be selected which is theory-driven and policy-relevant.     

多元文化大合唱中的响亮声音——美国印第安文学的复兴及其发展现状

20世纪60年代末以来，由于多元文化观深入人心、媒体的关注和扶持、印第安裔学者及活动家的推动，以往一直不为美国主流文化所承认的印第安文学迅速崛起并保持繁荣兴旺的势头。其复兴和发展表现出下述特点：印第安裔作家具有丰富的文学研究与写作经验和开阔的视野；他们的作品奠定在坚实的民族文化基础之上，植根于悠久的文学传统之中；他们的作品题材广泛、风格各异，但都表达了自己对有关社会人生和宇宙自然的重要问题的见解；具有强烈的民族意识和政治、文化自觉性。     

Sustainability Education and Australian Universities

Since the early 1990s, there has been discussion about the need for the curriculum of universities to provide students with understanding about the environment. Over the decade this discussion has evolved from thinking about how to green the university curriculum, through to proposals for our students to be environmentally literate and to receive education for sustainability (or sustainability education). Internationally, there have been many instances of universities taking this discussion seriously and introducing curriculum change. A variety of declarations and action plans have enabled universities to share ideas and support this change. Given a dearth of information about the degree to which universities in Australia were part of this discussion and change, we sought to gain an understanding of the status of sustainability education in these institutions. Responses from approximately a quarter of these institutions indicated that a handful of universities are engaged in this education for a wide range of their students, and in some universities more students of particular disciplines are gaining the exposure. However, there are clear barriers to the introduction and expansion of sustainability education.     

新形势 新视野 新发展——“一流大学建设研讨会(2008)”综述

一流大学建设研讨会(2008),立足于一流大学建设的新形势,着眼于大学的教育本质和文化内涵,对人才培养、科学研究、师资队伍建设等事关一流大学建设的重大问题,进行了富于积极意义的讨论.     

Teaching Thinking: principles,problems and programmes

The world‐wide explosion of interest in the idea of teaching thinking is a powerful force for curriculum change. But what leaching thinking involves and how it can best be done are still open to question. The variety of teaching thinking programmes might be criticised as a confusion of educational aims and curriculum agendas. This article considers some of the problems and major questions of principle which need to be addressed if we are to clarify some of this confusion.     

Exploring Assessment

Scant attention has been paid to the issue of conducting assessment in technology-equipped settings. Often, when assessments have been conducted, standardized achievement tests, constructed to ask questions that may have no relevance for technology-based learning, are used. A wide variety of assessment procedures are available but caution must be taken that the use of such measures is relevant for the situation.     

How to Design and Implement Information Management Courses in Engineering Education

Nowadays information is acknowledged as a key factor for success. For engineers, especially, it is a tool for keeping their knowledge up to date and improving their professional skills in a wide variety of areas. In order to adapt their curriculum, engineering educational institutions have to set up and implement teaching in the use and management of information. The experiments which have been conducted in this field, show the advantages of such training and also the difficulties encountered. Their results allow us to formulate some proposals to set up efficient teaching including both training in use, production and communication of information. The ideal would be to integrate the different parts of the information training programme into scientific and technical specialities curricula. However, that supposes innovative pedagogical methods. Teaching staff have to take into account these circumstances to meet the information challenge of the 1990s.     

From declarative and procedural knowledge to the management of declarative and procedural knowledge

Research on domain-specific knowledge and general knowledge such as strategies has shown that information can indeed be available to a subject and still not be used. Several hypothesis have been set forth to explain this phenomenon; they as briefly exposed. An alternative, complementary hypothesis is then presented. It is assumed that most activities have several components organized in the form of a complex hierarchy. These interdependent components require monitoring because, at certain times, they are competing with one another for resources. Competition for resources and problems in component coordination may lead to a drop in performance. Several studies dealing with diverse knowledge domains are reviewed, which provide evidence for such resource problems. The same theoretical framework is then applied to explain several facts concerning teaching and learning: the impact of advance organizers; the instability of performance across repeated executions; some effects of social variables; the efficiency of tutoring and of taking into account the ‘proximal zone of development’. The limited cognitive capacity construct proves extremely useful in interpreting a large number of phenomena in a wide variety of domains.     

20KHzIGBT感应加热电源的研究

感应加热技术是一种先进的加热技术,它具有传统加热方法所不具备的优点,因而在国民经济和社会生活中获得了广泛的应用。工频加热技术与其他各种物理加热技术相比,确实具有较高的效率,但也存在一些明显的不足．在现代工业的金属熔炼、热处理、焊接等过程中,感应加热被广泛应用。感应加热是根据电磁感应原理．利用工件中涡流产生的热量进行加热的,它加热效率高、速度快、可控性好,易于实现高温和局部加热．随着电力电子技术的不断成熟,感应加热技术得到了迅速发展。本文设计20KHzIGBT并联感应加热电源,能够实现频率自动．电路结构简单,高效节能。     

The Body and the Place of Physical Activity in Education: Some classical perspectives

Abstract

The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical thinkers, Plato, Aristotle, Aquinas, Augustine and Benedict, to argue for a strong, integrated view of the human person. From this it is concluded that physical education is a necessary component of education and that a complete education therefore involves physical education. Physical education is understood in a broad sense as a family resemblance concept which incorporates a wide variety of physical activities. Disciplined physical activity which enables individuals to gain those physical skills required for learning, it is proposed, is essential for intellectual development. Benedictine education, which involves hard physical work, reading, prayer and reflection, illustrates how the physical and mental aspects of a person are to be integrated in order to attain the ends of the committed Benedictine monk.     

Formative assessment and the design of instructional systems

The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.     

Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehension

Reading and Writing - Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the...     

我国银行信贷资产证券化的发展及优化

自2005年试点以来,我国的资产证券化的规模和品种都有所扩大,但是银行信贷资产证券化的比例较小,存在目标不明确、操作过程不规范等问题.作为一种新的金融产品,信贷资产证券化的推出不仅有助于银行提高资产流动性,改善资本结构,而且还为投资者提供了一种新型的有价证券和投资工具,促进中国资本市场的发展和完善.     

美国学区督导的角色探析

学区督导是美国学区教育管理中的核心人物,其担负的职责繁多,扮演的角色多样。同时,美国学区督导所扮演角色又在不断发展,具有动态发展性。这种动态发展的多样性由多方面的因素促成,其中包括学区类型、学区规模、学区发展与改革的背景以及学区内的学生组成结构。学区督导在各个历史时期所扮演的核心角色不同,就核心角色变化的历史发展轨迹来看,学区督导的角色呈现一种回归态势。     

A synthesis of evaluations of distance education courses

Distance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter-student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature.     

纳米金属铁处理难降解有机物的研究进展

纳米金属铁颗粒表现了新一代环境修复技术的特点,能为一些具有挑战性的环境治理问题提供性价比较高的解决方法。纳米金属铁具有很大的比表面积和很高的表面活性,因此还原降解能力很强。研究表明纳米金属铁颗粒能有效转化种类繁多的常见环境难降解污染物并降低其毒性。本文阐述的主要内容包括：（1）纳米金属铁的发展过程及其处理难降解污染物的现状和进展;（2）纳米金属铁在原位修复技术及被污染水体和土壤中的应用。     

Introduction: Notes On Bibliographic Sources,Selected Research Centers,and Publications

The materials included in this bibliography are derived from English- and Chinese-language sources (which predominate), as well as from Japanese, French, German, and Italian publications. The majority of references are available in English-language publications or translations. Those sources which are solely in the Chinese language are listed in romanized form with a concurrent English title. References are made to a variety of bibliographies, biographical dictionaries, yearbooks, dictionaries of terminology, and similar standard works. These have been published during or after the Cultural Revolution and do not include pre- 1966 publications.     

Techniques used by primary school pupils in drawings during science activities

Conclusion It is apparent from the data that pupils use a wide variety of techniques to aid the clarity of their drawings and that they are able to discriminate between them. The data support the value of the teaching method used, where drawings were used as the principal means of communication between the children. The study has shown how, without any teacher instruction on drawing techniques, the children have been able to identify and adapt ones which they see as meeting their requirements. The study has established one teaching method which, following further investigation, could be presented to teachers as a useful strategy during science lessons.     

Applying Trans-Generational Family Theory and Therapy to College Student Psychotherapy

While family systems theory and therapy have been integrated into psychological treatment in a wide variety of populations and settings, college therapists, have been slow to find meaningful application to the treatment of students. Conflicting theoretical assumptions about the nature of the college student from the prevailing developmental model as opposed to the family theory model and lack of an elaborated model for such application may be repsonsible. A model for applying trans-generational family interventions is proposed which includes (1) family-theory informed individual therapy; (2) Bowen family "coaching"; (3) families as consultants to individual counseling; and (4) on-going family sessions. Theoretical and practical issues are illustrated through case examples.