军队学历教育院校指技融合培养模式研究

着眼建设信息化军队、打赢信息化战争的现实需求,培养指技融合型军事人才日益成为军队院校教育的根本目标。通过对学历教育院校开展生长干部指技融合培养的必要性的深入分析,提出了指技融合"三个培养阶段、三种培养路径"的培养模式,并就院校完善指技融合培养机制提出了建议。     

幼师男生管理策略的实践探究

男幼师在幼儿园的作用日益凸显,对男幼师的培养和管理已成为目前急需解决的大问题.结合自身班级管理实际,在分析当前幼师班级男生管理存在的主要问题的情况下,提出做好幼师班级男生管理工作的管理策略及建议.     

构建五年一贯制学前教育(双语幼教)人才培养模式的分析

近几年来,学前教育理念得到了广泛的推广并迅速被人们所接受,在此情况下教育行业对于学前教育人才的需求不断增加。然而由于学前教育概念在我国起步较晚发展不成熟,导致其在整体基础教育体系仍属于薄弱环节,其主要表现在幼教人才资源严重缺乏,以及相关教育人员专业化程度和整体素质水平也不高,不能满足我国学前教育事业的发展要求。就目前五年一贯制学前教育的发展情况来看,其凭借自身诸多优势成为培养学前教育人才的主流模式,文章以双语幼教为切入点对构建五年一贯制学前教育人才培养模式进行了深入的分析,以期为推动我国学前教育的健康发展,提供一定的参考作用。     

职前小学教师综合言语艺术表达能力缺失与培养对策研究

职前小学教师是职业性小学教师的预备力量.本科小学教育专业基于“专业标准”要求,改变传统教学模式,加强言语课程的基础知识掌握与基本技能培养;设计多种层序性、承续性综合实践活动见习实习,全面提高每一位学生的综合言语艺术表达实践能力,对他们未来的专业发展,意义深远.     

基于多项式数字基带自适应预失真技术的研究

由于自适应数字预失真具有稳定性好、适应能力强等优点,被广泛应用于实现功率放大器的线性化。而本文正是研究了基于多项式数字基带自适应预失真技术。首先,介绍了基于多项式数字基带自适应预失真技术;其次,分析了间接学习结构理论;最后,对OFDM信号进行了仿真实验。结果表明：预失真可以有效地抑制带外频谱以及补偿功放的非线性失真和记忆效应。     

Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes

In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.     

The returns to UK degrees for foreign‐educated graduates

Exploiting information on foreign qualifications for the first time, we estimate the returns to obtaining UK higher degrees for foreign graduates who migrated to the UK in their 20s. Accounting for direct measures of foreign and UK qualifications and country‐of‐origin fixed effects, we find substantial returns to obtaining UK (higher) degrees on hourly wages and occupational attainment for both genders, working mainly through occupational attainment. However, there is strong evidence that the effect of the high returns is driven by immigrants from countries where English is not a dominant language. Moreover, returns to UK (higher) degrees are more pronounced for graduates from low‐HDI/GDP countries, suggesting an important role for the incompatibility of education and skills between home and destination countries. We further examine the robustness of our results by using a partial identification method, and our findings suggest that the extent of selection on unobservables required to eliminate a positive treatment effect is too large to be plausible, especially for men. Our study extends previous research with the first evidence from the UK, by showing large positive effects of post‐migration investments in human capital acquisition on labour market outcomes. Obtaining UK higher degrees appears to reduce the informational uncertainty associated with foreign credentials, facilitate cultural and economic assimilation, and boost economic opportunities for foreign graduates, especially for those developing/poor country immigrants.