从词汇变化与技术进步的关系试探见证词的可靠性

语言是人类历史的映射。本文试图通过比较人类历史上重要发明出现的时间和其语言对应体———见证词———出现的时间来探试见证词的可靠性。研究结果表明 ,一项发明的出现总会引起新的表达或新词 (见证词 )的出现。虽然两者之间存在时差 ,但见证词在很大程度上是可靠的     

The partnership between project management and organizational change: Integrating change management with change leadership

The nature of project management is change. Even though all knowledge areas in the Project Management Body of Knowledge (PMBOK) are rooted in controlling change, none of these areas specifically addresses the human elements of change. There is a significant distinction between directly controlling change relative to the nonhuman aspects of a project ( change control) and effecting change in the human dimensions of a project through leadership ( change leadership). This article characterizes the distinctive activities of change leadership and change control and their interrelationship throughout the project life cycle. Although distinct, change control and change leadership are interdependent and mutually supporting—both are needed to support project success.     

Metalearning and conceptual change

Conceptual change means the commitment to a new belief about a principle or a phenomenon, and the abandoning of an old one. Promotion of a new belief is relatively easy, but it is difficult to get students to abandon their former beliefs. Conflicting beliefs can be held by a learner. This article argues that the resolution of conflicting beliefs requires elements of metalearning (conscious control over one's learning).

The work of the Project to Enhance Effective Learning (the peel project), which attempts to promote metalearning in a secondary school is described and some general principles derived from the experience of the project are outlined. It is suggested that the key to the acceptance of metalearning strategies by students parallels the conditions for promoting conceptual change specified by Posner et al. (1982) and in particular in the acceptance of the fruitfulness of the new approaches. It is argued that this requires changes in the organization of schooling, particularly adoption of methods of assessment that reward understanding.     

Climate change and education

Abstract

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable to meet its task of knowledge transfer. This article covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us.     

找钱

一位教授给学生们考试,在收卷的时候他发现有一个学生夹了100美元和一张字条在卷子里,字条写着“一分一美元”。     

Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs

This study investigates the relationship between Principal Change Leadership Competencies, Teacher Change Beliefs and Teacher Attitudes toward Change. A total of 936 teachers from 47 High Performing Secondary Schools in Malaysia completed the survey. Structural equation modelling was applied to test the models. Firstly, the results showed that Principal Change Leadership Competencies was significantly related to Teacher Change Beliefs and implied that if school principals equipped themselves with sufficient Principal Change Leadership Competencies, Teacher Change Beliefs can certainly be enhanced. Secondly, Teacher Change Beliefs was significantly related to Teacher Attitudes toward Change whereby the stronger the Teacher Change Beliefs, the greater the enhancement of Teacher Attitudes toward Change. Thirdly, Teacher Change Beliefs was indeed a total mediator in the relationship of Principal Change Leadership Competencies and Teacher Attitudes toward Change. Put simply, via Teacher Change Beliefs, the impact of Principal Change Leadership Competencies on Teacher Attitudes toward Change was relatively strong as Teacher Change Beliefs greatly facilitated the influence of Principal Change Leadership Competencies on Teacher Attitudes toward Change. Thus, in-depth enhancing Teacher Change Beliefs is one of the effective ways to increase the likelihood of teachers to embrace change. Fourthly, Principal Change Leadership Competencies was more influential than teachers’ self-influence in enhancing Teacher Attitudes toward Change. Therefore, concerted effort must be given to prioritize the continuous development of principal change leadership in effective change management. The study encourages a fresh look at change leadership development and ultimately alters the traditional approach of school principals in managing change.     

量变与质变的辩证关系及现实意义

质量互变规律作为马克思主义唯物辩证法三大规律之一,对于我们的生活以至社会主义现代化建设都具有极强的现实意义。事物联系和发展都是量变与质变两种状态和形式,量变是质变的必要准备,质变是量变的必然结果,量变与质变相互渗透。质变量变的辩证关系启示我们做事应该适度,把握时机,还要注意量的积累。     

Conceptual change or Conceptual Profile change?

In this paper I draw an overview of a new model to analyse conceptual evolution in the classroom, based on the notion of Conceptual Profile. This model differs from conceptual change models in suggesting that it is possible to use different ways of thinking in different domains and that a new concept does not necessarily replace previous and alternative ideas. According to this model, learning science is to change a conceptual profile and become conscious of the different zones of the profile, which includes commonsense and scientific ideas.To exemplify how the Conceptual Profile notion can help to understand the evolution of conceptions in the classroom I shall determine the different zones that constitute the epistemological and ontological profile of the concepts of the atom and of physical states of matter.     

Curriculum change and climate change: Inside outside pressures in higher education

In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required.     

Institutional change and higher education

Institutional change includes the supplanting of the old model of production with a new one, the elimination of old markets and the emergence of new ones. As higher education around the world shifts from national markets to an integrated transnational market, and possibly toward a virtual market, Christian higher education, like other market sectors, will have the opportunity to redefine its market niche. Emerging opportunities linked to new institutional rules will challenge higher education in ways that may not yet be obvious to its present managers and faculties. How the university in its portfolio of options might negotiate the elimination of old markets and the creation of new markets is the subject of this essay. A general set of principles and recommendations is offered.