Keep the dream alive: the DACA dilemma

ABSTRACT

This paper will examine the DACA (Deferred Action for Childhood Arrivals) executive order by then President Obama in 2012. Special attention will be placed on the impact of this program on higher education as well as the lives of the individuals that it has impacted. Both supporting and opposing views will be presented through relevant court cases and scholarly articles on the matter. Additional emphasis will be placed on the uncertainty of the DACA program post-election (2016) and what it means for the people most affected by the program. The writer’s views on the issue will be presented in the end with an example of how one community has come together to keep the dream alive by refusing to lose hope and embracing opportunity instead of fearing threats or challenges.     

试评新企业会计制度

新企业会计制度规范了我国企业会计核算行为，真实完整地反映企业的财务状况，经营成果和现金流量，但也存在内容复杂，过多地采用多借多贷的会计分录，现金流量表的简化对企业不十分有利等等一系列问题，这些问题都有待我们进一步研究。     

CAI在物理教学中的应用

分析多媒体课件在物理教学中发挥的作用，探索多媒体课件在运用中应注意的几个问题。     

试论无权抵押行为的效力

无权抵押是无权处分人以他人财产设定抵押的行为，该行为分为签订抵押合同的行为和履行抵押合同的行为。根据现代民法物权债权法理论和立法实践，抵押合同的生效与抵押权的生效是两个不同的概念。在无权抵押条件下，抵押合同的效力应根据第三人的主观善恶，分别确定为有效和效力待定两种情况。同时，在无权抵押情况下，应建立动产抵押权的善意取得制度，以保护善意第三人的利益和交易的安全。     

Engaging students in reflective writing: an action research project

ABSTRACT

Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students’ formative writing assessment artefacts. The intervention succeeded in positively changing students’ dispositions towards reflective writing, developing students’ reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development.     

Collaborative professional development for distributed teacher leadership towards school change

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.     

略论中国近代股份制中的传统因素

股份制本是近现代企业中一种颇为先进的资本组织形式，但中国几千年根深蒂固的封建积习，使得整个近代企业家的思想中都带有或多或少的时代烙印。反映之于企业，就形成了一种中国式的股份制。这种企业行为杂糅东西化的现象，显示了中国近代企业的一种特色，也是社会发展客观条件使然。     

Supporting academic literacies: university teachers in collaboration for change

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ [Bergman, L. 2014. “The Research Circle as a Resource in Challenging Academics’ Perceptions of How to Support Students’ Literacy Development in Higher Education.” Canadian Journal of Action Research 15 (2): 3–20], in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work.