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在当今信息-知识时代迅速发展和非连续性变化的社会环境中,一切社会群体、组织和个人只有持续不断地进行知识生成和创新、实现自我超越才能适应这一环境,赢得社会竞争优势和生存与发展的机会。知识管理就是这样一个通过对相关信息和知识资源充分开发利用而实现的一个组织知识的知识生成管理、组织知识管理和社会知识管理三个层次。图书馆在知识管理的三层结构中具有不可替代的重要社会功用。 相似文献
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This study presents the results of a survey of 269 undergraduate students conducted to examine fright experiences caused by video games. Over half of the participants reported game-induced fear. Sex, sensation-seeking, and empathy all emerged as important individual differences in terms of enjoyment of frightening content, consumption of frightening content, and frequency of fright experience. Interactivity and presentations of realism also predicted fear. This work identifies titles, stimuli, and features that caused fright experience. 相似文献
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Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require. 相似文献
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Colleen McLaughlin 《Pastoral Care in Education》2000,18(3):16-20
In this article the writer explores the importance of and difficulty surrounding dialogue between students and teachers. This discussion is set within the wider context of a debate about the education of the emotions in our society and the argument is that this dialogue has a part to play in the education of the emotions. Thinking in the field of psychotherapy is drawn on as well as the writer's experience as an educator, counsellor and trainer. She is currently working in higher education and concerned with teacher education and research. This background is relevant in that this experience is drawn on and it also shows up the focus of much of the work. This is concerned with personal, social and emotional development in education and with making this integral to education and organizations. 相似文献
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Ratings published by the National Council on Teacher Quality (NCTQ) require selectivity in admission to educator preparation programs. NCTQ provides a list of citations to support the selectivity standard termed “strong support.” A review of each citation in the list found little or no support for the standard. Original data was collected examining employment supervisor ratings of over 11,000 teachers’ preparation and analyzed for correlations and differences based on the selectivity standard. No significant differences were found between supervisor ratings of teachers who met or did not meet the NCTQ test standard and no significant correlations were found between the selectivity tests, grade point average, and principal ratings of teachers. These findings bring into question the listed selectivity standard and the rationale for its inclusion in NCTQ's public ranking process. 相似文献