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随着年龄的增长,我发现自己与别人的模样不相同。生来就是一张豁嘴,心里十分痛苦。到了6岁开始上学读书,与同学坐在一起时, 我更感到自己是一个长得很难看的女孩:嘴唇畸形,鼻子歪扭,牙齿斜倾,说起话来口齿不清,词语走样。每当小伙伴们问起:“你的嘴唇怎么啦?”我总是告诉他们,是小时候不小心摔了一跤,嘴磕在一块锋利的玻璃上,给割破的。不管怎么样,说受伤总要比天生如此更容易被人接受,多得到一些理解和同情。我想,这个世界上除了家里人之外,再也没有谁会爱我这个“丑八怪”了。 相似文献
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Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at James Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service. 相似文献
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Ann Marie Makarenko 《Archives and Museum Informatics》1997,11(3-4):293-300
This article identifies open research issues in the management of electronic records in complex systems over time, with an emphasis on system development and implementation. The author proposes that it is necessary for archivists to address the issues at three levels: the organizational/professional level, the technological infrastructure level, and the system- and function-specific level. The paper discusses the technological factors which influence archivists' ability to manage electronic records currently being created, and goes on to recommend that archivists broaden their technological knowledge base, work toward influencing others in their organizations to gain buy-in, and develop models and success stories for positively influencing the development of electronic systems. 相似文献
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A View of Oral Communication Activities in Food Science From the Perspective of a Communication Researcher 下载免费PDF全文
Denise Ann Vrchota 《Journal of Food Science Education》2015,14(2):36-47
Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice. 相似文献
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This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a ‘local learning ecologies’ (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a ‘low opportunity progression equilibrium’. The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards ‘high opportunity progression ecosystems’. However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action. 相似文献