我国煤矿安全状况和安全管理措施

从我国煤矿安全生产现状以及我国加强煤矿安全生产的管理措施进行分析,提出了我国煤矿尤其是现代化矿井安全生产管理所应采取的五项原则与三项对策。     

A framework for designing,implementing, communicating and researching peer assessment

The term ‘peer assessment’ may apply to a range of student activities. This imprecision may impact on the uptake of peer assessment pedagogies. To better describe peer assessment approaches, typologies of peer assessment diversity were previously derived from the education literature. However, these typologies have not yet been tested with ‘real-life’ peer assessment examples, nor do they consider broader contextual matters. We present an augmented peer assessment framework, refined through analysing faculty accounts of their peer assessment practices. Our framework subsumes previous attempts to classify peer assessment, and extends them to include technology use, resources and policy, which were new features of our data not present in previous frameworks. In the current higher education climate, these considerations may be crucial for the scalability and success of peer assessment. The framework proposed in this paper provides both precision and concision for researchers and educators in studying and implementing peer assessment.     

浅谈江泽民同志在党建理论上的创新

江泽民同志继承了毛泽东，邓小平思想建党，制度建党的思想，又在功能建党方面进行了创新，实现了党在思想灵魂，制度骨架，效能作用上的统一。     

论全球问题的思想根源

全球问题是20世纪具有全球普遍性和危害深刻性并且决定人类共同命运而又只有经过全人类的共同努力才能解决的问题，全球问题分为3大类：自然环境问题、社会问题、人自身的问题。其形成的思想根源包括3个方面，与自然环境问题形成有关的是人类中心主义、科学主义、经济主义；与社会问题形成有关的是个人主义、国家主义、民族主义；与人自身问题有关的是享乐主义。每一种思想都与全球问题的每一方面有关联。这些思想都可以在主体性哲学中得到说明，在主体性哲学的指导下，这些思想形成一个相互联系、相互作用的有机整体。     

Grudges and gratitude: the social-affective impacts of peer assessment

Abstract

Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students’ (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to ‘disrespectful’ behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers’ respect to others’ works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students’ dissatisfaction. This study carries implications for nurturing students’ respectful attitudes and behaviour in and through peer assessment.     

Developing evaluative judgement: enabling students to make decisions about the quality of work

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.     

浅谈高校学报编辑的创新思维

创新思维是现代学报编辑必备和追求的思维,它贯穿编辑工作的始终,在编辑工作的各个环节中都不可或缺。培养编辑的这种创新思维能力,需要克服权威定势、从众定势、书本定势、套板反应等惯常定势,在知识丰富、合理思维、多维视角、编辑策划讨论等方面加强努力。     

取样法测相位的算法研究

根据相关原理，讨论了一种取样法测相位的新算法，该算法精度高，且不需基准信号。     

多媒体技术与物理教育教学

论述了如何运用多媒体教学手段为教学服务；如何提高教师的教学效率和提高学生的学习效率等，如何最大限度地发挥多媒体技术的作用，推动物理教育教学改革。     

Counseling and the Internet: Asian American and Asian International College Students' Attitudes Toward Seeking Online Professional Psychological Help

This study examined Asian American and Asian international college students' attitudes toward seeking online professional psychological help as well as traditional face‐to‐face professional psychological help. Results suggest that students had less favorable attitudes toward seeking help online than toward seeking help by traditional face‐to‐face means. Implications for counseling center services for Asian American and Asian international college students are discussed.