Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.     

An Analysis of Peer Feedback Exchanged in Group Supervision

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.     

The characteristics and perceptions of teachers engaged in leading professional communities

Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context.     

强化理论研究 结帝生产硕果

公元2000年,中国社会主义生态经济学的研究走过整20个年头,中国生态经济学会在江西省举办研讨会,以对本学科和有关重大生态经济问题的攻关,隆重庆贺生态经济科学在我国诞辰20周年.     

生态经济建设及其保护是中国实现可持续发展的命脉──中国生态经济学会五届二次年会学术观点述要

中国实现可持续发展的主要命脉何在 ?由中国生态经济学会最近在甘肃省兰州市主办的年会上 ,经参会学者深入研讨得出一致的回答。探索之一 :国际社会对环境与发展政策的宏观取向从 2 0世纪 6 0年代到 90年代的三十多年间 ,世界上的环境与发展政策大致上经历了三个阶段性的重大变革 :第一阶段是基于政府命令与控制的方法 ,主要通过行政手段进行污染防治 ;第二阶段则基于市场的经济激励机制 ,强调企业在废弃物及污染物产生方面的源头控制 ;第三阶段是在进一步完善政府和企业职能的基础上 ,逐步实行信息公开和更高质量的清洁生产 ,其实质是实现…     

Emergent patterns of teaching/learning in electronic classrooms

Novel patterns of teaching/learning have emerged from faculty and students who use our three teaching/learning theaters at the University of Maryland, College Park. These fully-equipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the fall of 1991 with largely enthusiastic reception by both faculty and students. The designers of the teaching/learning theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. As faculty have evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. In addition to enhanced lectures, we identified three common patterns: (a) active individual learning, (b) small-group collaborative learning, and (c) entire-class collaborative learning.     

对抗 消解 再生——论绘画中写实主义与现代派的发展

通过绘画中写实主义和现代派由对抗、消解到再生过程的分析,说明现代派艺术是艺术发展规律的体现,是西方社会发展的产物和艺术民主化过程的必然结果。后现代主义艺术的目的就是重新恢复西方人道主义的文化价值,并对其进行重新肯定