英美现代公民教育的文化转向

公民身份与公民教育之间是相望互动的,从公民身份观念地演化可以透视出公民教育的实践走向.20世纪下半叶以来,文化公民身份观念应运而生,并逐渐在西方众多国家兴起.这牵连出了英美现代公民教育中的诸多文化议题,公民教育实践需要在民族性与全球性、民主性与多样性之间保持适当地张力与整合.在这场“漫长的革命”中,英美现代公民教育正处于文化转向的过程之中.所谓“文化转向”不是一种视文化为全部内容和终极目的的教育形态,而是平等的凸显文化维度在公民教育中的重要地位.     

爱:最神奇的力量

一位大学教授在他的社会学课堂上,让他的学生去巴尔迪摩贫民窟找到两百个男孩的记录,并且要对每个男孩的未来做出评估.学生们给每个孩子的评价都是:“这辈子根本没有机会翻身了.”二十五年后,另外一个社会学教授发现了这个早期做过的社会调查.于是他让自己的学生继续探究这个课题,看看当初那些小男孩现在到底怎么样了.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.     

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance

In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry.     

提高短距离跑起跑质量的几种途径

短距离跑是径赛中速度最快的项目。随着现代竞技发展 ,短距离跑起跑的质量对成绩影响很大。通过选择好的起跑姿势对运动员进行心理训练 ,使其能发挥自己良好的反应速度和进行科学的腿部力量练习 ,从而提高短距离跑起跑的质量。     

区域蒸散的遥感研究进展

蒸散是土壤蒸发和植物蒸腾的总称。蒸散的空间差异明显,进行全球及区域地表蒸散研究的最为行之有效的方法就是综合利用遥感、水文、气象及田间试验数据来估算蒸散。蒸散的遥感估算方法大致可分为三类,即统计经验法、能量平衡余项法和数值模型法。其中,统计经验法和能量平衡余项法的应用最为广泛,而数值模型则是近年来的研究热点。这三种方法各有优缺点:统计经验法计算过程简单,所需参数少,但是具有局地性;能量平衡余项法具备一定的物理基础,计算过程也不太复杂,但只能用于估算晴天条件下的区域蒸散;数值模型可综合利用不同来源、不同时空分辨率的各类地面数据和遥感数据,模拟各种天气条件下的区域蒸散,但是它的计算过程复杂,某些参数不易获取,距离实际应用还有很长的一段距离。     

Doing good while performing well at Flemish universities: benchmarking higher education institutions in terms of social inclusion and market performance

Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously.     

More than Bags of Words: Sentiment Analysis with Word Embeddings

ABSTRACT

Moving beyond the dominant bag-of-words approach to sentiment analysis we introduce an alternative procedure based on distributed word embeddings. The strength of word embeddings is the ability to capture similarities in word meaning. We use word embeddings as part of a supervised machine learning procedure which estimates levels of negativity in parliamentary speeches. The procedure’s accuracy is evaluated with crowdcoded training sentences; its external validity through a study of patterns of negativity in Austrian parliamentary speeches. The results show the potential of the word embeddings approach for sentiment analysis in the social sciences.     

SimPharm: How pharmacy students made meaning of a clinical case differently in paper‐ and simulation‐based workshops

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.