咸咖啡

一个想家的男人一定很爱家,很在乎家,他一定很有责任感。他在晚会上遇见了她,她很出众,有很多男孩追求,但没有人注意到他。晚会结束后,他邀请她去喝咖啡,她很吃惊。     

Action learning: developing critical competencies for knowledge era workers

For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection, provides an effective means to develop the learning competencies our new world requires. This article describes the action learning process used in a Fortune 500 company and highlights the findings of a learning competencies evaluation survey.     

Latent Variable Analysis: A New Approach to University Ranking

This study applies a Bayesian latent variable analysis to the task of determining rankings of universities in the UK and US, on the basis of a set of quality‐related measures. It estimates the degree of uncertainty in the rankings and permits the assessment of statistically significant differences across universities. It also provides a methodology for determining the weighting of various measures that is based on the patterns embedded in the data and compares the latent variable rankings with traditional weight‐and‐sum rankings. Overall, the methodology contributes to a better understanding of ranking efforts and illustrates the need for caution in interpreting distinctions published in traditional ranking systems.     

Using Concept Maps to Aid Analysis of Concept Presentation in High School Computer Textbooks

In this study we use concept maps as the tool for examining concepts presented in three high school computer textbooks. All three textbooks were endorsed by Taiwan's Ministry of Education (MOE). The concepts relating to CPU was selected as a sample for analysis. Two high school computer teachers first worked independently and then together to draw concept maps for each of the textbooks. Our analysis revealed that the textbooks did not cover the important concepts appropriately and failed to address the connections between the concepts. While all three textbooks elaborated on some concepts using examples, only a few analogies were used. The study also showed that concept maps can be an effective tool for analyzing the conceptual framework of important concepts within a textbook.     

Use of Computer-Mediated Communication in a Teaching Practicum Course

This study investigates how Computer-Mediated Communication (CMC) can be effectively used in a teaching practicum course to enhance preservice teachers learning. We constructed a web-based CMC system and used it in a Teaching Practicum course. Computer science preservice teachers and experienced secondary school computer teachers, who served as mentors, participated in the study. The research findings indicate that the preservice teachers considered the CMC system helpful for supporting their learning. The findings also indicate that some initiating/follow-up discussion styles of the mentors were more effective than others in promoting interactions in the discussion forum. It was also found that a teaching-video-enhanced CMC environment is valuable in improving quality of mentoring and in increasing preservice teachers reflection on teaching.     

Expressions of the Attachment Relationship Outside of the Strange Situation

41 preterm infants and 38 full-term infants and their mothers were observed at home at 8 and 12 months of age and in the Strange Situation at 18 months in order to compare expressions of attachment relationships in these 2 settings. There was 84% concordance in the distinctions between secure and nonsecure classifications of the mother-infant relationship made at home at 12 months and in the Strange Situation. Classifications of avoidant relationships also displayed high concordance, but only 6 of the 15 dyads classified at home as ambivalent were classified in the same way in the Strange Situation. Mothers in secure relationships as assessed in the Strange Situation were rated as more sensitive at both 8 and 12 months than mothers in either avoidant or ambivalent relationships, whereas the sensitivity of mothers in these two nonsecure relationships did not differ significantly. Infants in secure relationships in the Strange Situation were characterized by more effective secure base behavior and more affective sharing and enjoyment of physical contact, and they were less fussy or difficult during the 12-month home observations.