Experiences of Counselors‐as‐Clients in Counselor Education

Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education.     

“导学群“模式下网络课件建设的探索

导学群是一套完整的助学系统,在这一助学组织中,网络课件的制作、提升网络课件的质量、在构筑网络课件时对其空间设计的考虑、以及如何整合不同资源就显得尤为重要。     

排课问题的一种近似算法

本对程度排课问题的近似算法进行了探讨，提出了一种实用的近似算法，可使程序排课问题得到相当程度的解决。     

教师成长与教师教育——对教师职业素质结构的一点思考

教师成长与教师教育紧密相连。教师需要不断接受教育 ,这是教师职业的根本特性所决定的。教师成长的核心是职业素质的形成和发展 ,其趋势是形成职业素质结构。教师职业素质构成有其独特性 ,同时教师职业素质结构的形成与发展有其规律性。教师教育应遵循教师成长的规律 ,这样才能真正促进教师的成长。     

关于解决乳化炸药发泡后效方法的分析

乳化炸药生产中采用的化学发泡敏化方式，往往会产生后效问题，给产品的质量带来很大的影响，提出了对克服发泡后效的方法，并对其进行了理论上的分析论证，通过生产中的实验，证明是切实可行的，并对生产工艺进行了调整，解决了发泡后效问题，提高了产品质量，取得了良好的效果。     

Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia,Germany: organisations,programmes and framework conditions

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW.     

To be or not to be ‘a disabled student’ in higher education: the case of a postgraduate ‘non‐declaring’ (disabled) student

This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.     

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.