Scenarios for Teacher Education Programs

This paper discusses the history of Internetbased videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals in a wide variety of settings and thereby increase depth, diversity, and effectiveness of preservice teacher education. Partners include P-12 schools, practicum sites, and other universities. The article focuses on real-time interactions among two or more locations in which at least one of the sites involves a larger space and/or a large group of participants. Scenarios of successful videoconferencing are included along with lessons learned. Practical guidelines for building collaborations, establishing technical connections, preparing for and running videoconferencing sessions, and maintaining communications are provided.     

生态环境也是生产力——学习习近平关于生态文明建设的思想

习近平指出,保护生态环境就是保护生产力,改善生态环境就是发展生产力。这是对生产力理论的重大发展,意味着生态环境也具有生产力的属性。"征服论"是对马克思主义生产力理论的片面理解,经典作家从未把自然生态环境排除在社会生产力的组成要素之外。通过对生态环境问题的政治经济学解释与自然生态环境的制约性分析,完全以价值规律作为经济发展的导向,而不顾自然资源自身生产和再生产的规律是生态环境问题产生的重要根源。构建生态型政府是加强生态文明建设的关键环节。     

Diversity Education at a Predominately White Catholic College

This article discussed the successes that have occurred in a graduate and an undergraduate course in diversity education and English language acquisition at a small, predominantly white college. The activities and assignments that are discussed in this article have been refined by the four professors who teach the courses to enable candidates to examine their own biases and the power they have as teachers in a classroom. In addition, the assignments and activities educate and begin to provide candidates with the tools to address cultural capital and how to work with families and students who have different beliefs than themselves.     

Adapted Verbal Feedback,Instructor Interaction and Student Emotions in the Landscape Architecture Studio

In light of concerns with architectural students’ emotional jeopardy during traditional desk and final‐jury critiques, the authors pursue alternative approaches intended to provide more supportive and mentoring verbal assessment in landscape architecture studios. In addition to traditional studio‐based critiques throughout a semester, we provide privately held, one‐on‐ one feedback at the semester's close that follows a mentor–trainee model of purposeful interface and a vision of where the student is going. This article reports 82 landscape architecture students’ experience of this adapted verbal feedback. The findings suggest an overwhelming positive student experience, and we conclude that these sessions help balance the emotional challenge of architectural study with nurturing support. Furthermore, the students’ positivity was not influenced by their experiences in the previous class. We therefore conclude that the adapted feedback sessions provide appropriate closure, even when (perhaps particularly when) a student has had a negative emotional experience during the class.     

基于遗传BP神经网络的区域物流需求预测

针对当前区域物流需求预测数据复杂且可变性较大、预测方法环境适应性较差的问题,提出了基于遗传BP神经网络的区域物流需求预测模型。首先,分析区域物流需求预测影响因素,并建立区域物流需求预测指标体系;其次,采用遗传算法优化预测网络中的可变参数,并建立多输入—多输出的BP神经网络多元预测模型;最后,通过实例结果表明该模型具有较高的预测精度和有效度。     

浅谈创造绿色施工环境的几个措施

本就如何在工程施工过程中减少施工中对现场及周围环境的不利影响，采取有效管理措施，进行绿色施工作了分析和探讨。     

The Subjectivity of the Teacher and the Subjectivity of the Children: Negative or positive co‐operation

Subjectivity is one of the elemental human needs. It is also significant since it plays a part in educational situations. A particularly important premise of subjectivity is responsibility for one's actions and, associated with this, determination of a direction for one's own activity, the exercise of control and the making of choices.

Human activity takes place principally in a social context. For this reason it is important to pay attention to two‐subject relationships. Their features are above all purposefulness, bi‐directionality and co‐ordination. Two‐subject activity may be of two sorts—negative co‐operation (conflict) or positive co‐operation, co‐ordination of a line of action including dialogue and collaboration.

Educational activity, particularly when directed at younger children, is characterized by different planes of functioning. The adult acts in a longer‐term perspective and formulates his aims in terms of general concepts but a small child acts in a short term perspective and formulates aims in concrete terms.

A system of priorities is put forward here, a two‐task model for the educational situation which makes subjective activity possible both for the child and for the adult. In the last part of the article an experiment is described which illustrates how such a two‐task situation works with a system of priorities and the results that were obtained.