海南省高校图书馆地方文献数据库建设实践

2002年海南省教育厅以科研立项形式组织实施了＂海南省高校图书馆地方文献特色数据库建设＂项目,经过两期6年建设,取得了预期的效果。本文就项目建设起因、建设原则、组织管理与实施,制定建库标准、统一建库软件,按内容分工建设,各馆数据库建设与服务情况等进行了论述,并就特色数据库建设问题进行了分析思考。     

风险的呈现及其隐匿——从“太湖水污染”报道看环境风险的媒体建构

本文以媒体建构论为理论框架,对六家报纸2007年太湖水污染报道进行内容分析,从消息来源、报道主题、风险归因方式及报道立场等方面考察媒体如何报道与呈现相关环境风险。研究发现,不同类型媒体在消息来源与风险归因方式上不存在显著差异,均高度依赖政府信源,存在简单化归因倾向;但在报道主题和报道立场上存在显著差异,当地媒体在政府主导型的报道框架下表现出明显的负面新闻正面报道的宣传逻辑。     

改革现行高中体育教学的若干设想

为了提高高中体育教学的质量和学生综合素质，本文分析了目前高中体育教学存在的主要问题，并提出了高中体育教学改革的设想，主要是包括更新观念，对体育课的教学内容、方法、课程体系及考核加以改革，为高中素质教育提供参考。     

新时期图书馆与和谐社会的文化建设

在明确和谐社会的定义与意义的基础上,重点论述了图书馆在和谐社会文化建设中的作用和功能,并对新时期图书馆如何更好地为和谐社会文化建设服务提出了作者的看法.     

接轨“新课改”：地方高师院校英语教学法课程的改革探索

随着《义务教育英语课程标准（2011版）》的出台,各地掀起解读课标的热潮,迎来了新一轮中学英语课程改革。而作为培养基础教育英语教师核心课程的高师英语教学法课程改革效果却不理想。文章从教学内容选择、教师教法和考核方式三方面综合探讨,整体改革,进而解决该课程中理论与实践脱节的问题。     

Collaborative Teaching and Learning through Multi‐Institutional Integrated Group Projects

This teaching brief describes an innovative multi‐institutional initiative through which integrated student groups from different courses collaborate on a common course project. In this integrated group project, students are asked to design a decentralized manufacturing organization for a company that will manufacture industrial Proton‐Exchange Membrane fuel cells. The groups include students from supply chain management, production planning and scheduling, and facility layout and design courses. Empirical results from the implementation suggest that students responded positively to the integrated experience. Lastly, the article presents implementation strategies for multi‐institutional group projects based on the experiences gained through the collaborative experience.     

Teaching as Theater

As new media proliferate, professors need to be particularly attentive to the ways by which students learn—in and out of the classroom—and how scarce classroom time can be organized. This article argues that professors' comparative advantage lies as an exemplar of discipline‐based thinking. Effective training in how to think about problems (the essence of any discipline) demands that professors embrace the classroom as theater, where business drama and the story it tells can capture the hearts and minds of the student participants. The article talks through a case as theater.     

Implementing Comprehensive Teacher Training in Business Doctoral Programs

The advent of digital course offerings, the use of social media, the integration of the Khan Academy into curricula, the use of smart phones and tablets, and massive online courses place greater emphasis than ever on effective teaching. While business schools fund faculty development in teaching, too few doctoral programs offer systematic teacher training. We discuss the lack of, and the need for, comprehensive teacher‐training programs. We present the Robinson College of Business model and offer recommendations on how to get started. It is time for PhD programs to certify that their students are capable of teaching upon graduation.     

Expeditionary Learning in Information Systems: Definition,Implementation, and Assessment

In the natural sciences, collecting, cataloguing, and comparing living specimens have long been a popular, collaborative mode of discovery and learning. New species are discovered, and the relationships between species are theorized. From Aristotle's “History of Animals” to Darwin's “On the Origin of Species”, and beyond, this process of learning through expedition has yielded bountiful knowledge and insights to students of science. In this paper, we propose that expeditionary learning can be applied to a softer science: the field of information systems. In the field of information systems, specimens (information systems) are created by humans, evolving with great speed. Expeditionary learning—where students collaboratively discover, catalog, and compare rapidly evolving information system specimens—is an innovative approach for learners in the IS field, and is effective in increasing IS program visibility and delivering significant, measurable community impact. Our results indicate that learning by expedition has a strong, positive community impact through educating external learners (such as high school and community college students, and the general public), and compares favorably to conventional experiential and service learning styles. Though expeditionary learning does not yield improved course evaluations, we demonstrate that learners’ perceived self‐knowledge and intentions to pursue the subject area are improved.