从终身教育、全民教育到全纳教育--国际教育思潮发展趋势探析

在近期的国际教育思潮发展过程中 ,突出的有三大思潮 :终身教育、全民教育和全纳教育。这三大思潮 ,荡涤了传统教育的痼疾、弊病 ,引领了国际教育的发展走势 ,促进了各国教育的改革和发展 ,反映出国际教育发展主潮特征     

个人区域网的UWB信道模型

在介绍超宽带技术的基础上,描述了IEEE802.15.3a标准工作组建立的用于个人区域网的超宽带标准信道模型,并对信道模型存在的问题进行了分析(如路径损耗、衰减和时变等),并提出了一些改进的措施,最后讨论了信道模型对接收机设计的影响。     

从名分、命名到姓名——浅谈中国人的“名”

名分在中国传统文化中一直处于重要地位，影响着当代中国人生活的方方面面。因此，当代中国人对命名也十分看中，其中包括对公司的命名以及政治命名等。本文重点探讨命名中的姓、名与人生、名与文化、名与社会等的关系。     

From failure to success: Changing the experience of adult learners of mathematics

For the last few years, the author has been part of a team developing a mathematics course for students most of whom are women, many of whom are black and all of whom are attempting to gain entry to a teacher-training course by successfully completing a one year re-entry course. It is a requirement that teacher-training students should have attained a suitable standard in mathematics. Further Education colleges where re-entry courses are sited have a sad history of student failure in mathematics. The theoretical environment in which the development of this course took place is described in order to place the course in context. In particular, attention is drawn to the re-definition of mathematics which encourages student enquiry and experimentation in order to establish a basis for understanding the subject, and to the teaching/learning model which creates an environment of respect and confidence. The roles of students and staff in a learning environment of this kind are discussed. Particular attention is paid to the attitudes and feelings of the students and the effects on their expectations.     

From personal to conventional probabilities: from sample set to sample space

This article is a systematic reflection on a sequence of episodes related to teaching probability. Our central claim is that reducing problems to a consideration of the sample space, which consists of equiprobable outcomes, may not be in accord with learners’ initial ways of reasoning. We suggest a “desirable pedagogical approach” in which the solution builds on the set of outcomes as identified by learners and serves as a bridge towards mathematical convention. To explore prospective high school mathematics teachers’ ideas related to addressing a potential learner’s mistake and their reactions towards the suggested approach, we presented them with two tasks. In Task I, participants (n = 30) were asked to suggest a pedagogical remedy to a frequent mistake found in dealing with a standard probability problem, whereas in Task II, they were asked to solve a probabilistic problem, which they had not encountered previously. We discuss participants’ mathematical solutions to Task II in reference to their pedagogical approaches to Task I. The presented disparity serves in extending the convincing power of the suggested pedagogical approach.     

Easing access for lifelong learners: a comparison of European models for university lifelong learning

Easing access to higher education (HE) for those engaging in lifelong learning has been a common policy objective across the European Union since the late 1990s. To reach this goal, the transition between vocational and academic routes must be simplified, but European countries are at different developmental stages. This article maps the development in Denmark, Finland, Germany and England using a case study approach deploying data triangulation from a national and institutional perspective. It explores the extent/commonality of structural factors for easing access for students engaging in lifelong learning. The cases are at widely different stages, but the following factors were considered essential in all countries for opening universities: the establishment of transition paths from secondary education and working life into HE and links between HE, businesses and adult education from a national perspective and the recognition of all forms of learning, the flexibilization of study formats and the design of a curriculum that suits all from an institutional perspective.     

Scientific visualization: From data to insight

Scientific visualization refers to the study and design of visual representation of data that arises in science and engineering disciplines. The aim of the visualization is the identification of patterns leading to a better understanding of the underlying phenomena. This article will briefly introduce this topic by first providing the motivation in the form of applications, next describing a couple of well-studied visualization methods and algorithms, outlining some of the current research challenges in this area, and finally presenting a summary of related ongoing research work IISc Bangalore.     

从内容看腾讯新闻客户端的“用户为王”

智能手机的普及,生活节奏的加快,碎片时间的增多带来的手机新闻客户端巨大的用户流量市场让越来越多的新闻类App开发者认识到,一切内容、技术、渠道的最终服务对象都必须是用户。本文以腾讯手机新闻客户端为例,重点分析新闻客户端"用户为王"理念在产品内容上的具体体现。     

Domain specificity of personal epistemology: Resolved questions,persistent issues,new models

 Beliefs that individuals hold about knowledge and knowing, or what has been termed “personal epistemology”, are related to learning and achievement in complex ways. These beliefs are also differentiated by discipline (e.g., math, science, history) as well as by judgment domains (e.g., personal taste, morality, meaning). This commentary on five articles on the domain specificity of epistemic beliefs outlines the persistent issues in this field of research, including issues of terminology, methodology, and the interrelation of domain specificity and domain generality, and provides an overview of how the authors address these concerns. Also included are directions for future research and educational implications.     

Fragments: the implications for teachers,learners and media users/researchers of personal construal and fragmentary recollection of aural and visual messages

A theory is advanced which proposes that when experience is recalled, it is recalled in fragments. The fragments are then woven logether to make a story about the experience, which is what is often called construal, or making sense. There are manifold implications of the theory: in the design of instruction which explicitly employs the theory in the ways in which students are invited to work on materials in different media; for assessment which explicitly calls upon fragment processing skills; for research into the effective use of educational media.     

From Vocationalism to Enterprise: social and life skills become personal and transferable

In this paper we address Cohen's (1985) argument in “Against the New Vocationalism” by broadening the debate into an examination of how generic skills have gained a wider application with the emergence of new technology and structural enonomic change. In order to demonstrate the extent of this development, we include examples from training programmes in social and life skills for young people with learning difficulties and examine the Enterprise in Higher Education Initiative (EHEI), which, among other things, aims to give students personal and transferable skills. In this process, we extend Cohen's analysis to illustrate the diverse ways in which a behaviouristic model of skill transfer has been adopted.     

The Zipper: a method for using personal identifiers to link data while preserving confidentiality.

OBJECTIVE: This report describes a method for linking separate confidential data sets that contain personal identifying information while preserving required anonymity. METHODS: Research data were linked with child abuse and neglect (CAN) report data by an independent "safe" analyst using an identical set of unique identifier codes assigned to each case in both data sets after all personal identifiers had been removed. RESULTS: The research team never learned CAN report status of individuals, the state agency never saw the research data, and the desired analyses were completed using the merged data set. CONCLUSIONS: The method was successfully used to merge data from separate sources without divulging confidential information.     

English language learners with reading-related LD: linking data from multiple sources to make eligibility determinations

Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related LD (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than LD or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for ELLs are discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data from multiple sources when deciding whether ELLs qualify for special education.     

Using talk to scaffold referential questions for English language learners

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher’s talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed.     

Machine learning for human learners: opportunities,issues, tensions and threats

Educational technology research and development - Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a...