试论韩非的辩证法思想

韩非是我国战国末期各家学说特别是法家学说的集大成者;在他的著作中,具有丰富的朴素辩证法思想。他认为自然界中的事物都是运动变化的;万物都是对立统一的;矛盾的转化,必须具有一定的条件;事物的发展,也有其由量变到质变的过程。     

匠心视域下的名匠特质探析

目的/意义:探讨名匠身上的匠心特质。方法/过程:以人格特质理论为基础,运用人物分析法对企业家、科学家、艺术家三个领域共30位名匠进行分析、概括、比较,总结得出匠心的特质。结果/结论:名匠匠心的共同特质有坚毅、敬业、精益求精、创新;科学家独有的特质是严谨、钻研、献身精神;企业家独有的特质是敢于冒险、洞察力;艺术家独有的特质是耐心、细心、专注;匠心是名匠身上具有的积极品质,要成为名匠,必须具备这些特质。     

University Graduates with Learning Disabilities Define Success and the Factors that Promote It

ABSTRACT

The concept of success has been investigated before, primarily with an emphasis on explanatory factors among highly successful individuals. Voices of individuals with any form of disability are generally missing from this discourse. This qualitative study examined definitions of success as well as the factors that promote it amongst graduates with learning disabilities from a university faculty of education, thereby inviting an inclusive dialog around a heretofore socially and educationally exclusive topic. A participatory action framework was chosen allowing the participants to take an active role in the enquiry. This approach was a natural offshoot of the community of learners that the graduates had participated in during their studies. While success was defined as a multifaceted concept accounted for by multiple factors, many of the findings aligned with those reported in previous studies. However, several unique themes emerged; success as a relative concept, ‘paying it forward,’ and the disability as a driving force. Instances of overlap between definitions and factors emphasised inherent connections between beliefs and actions. Practical implications for support services for students with special needs, in higher education, are considered in light of the findings.     

A qualitative synthesis of video feedback in higher education

While written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning.     

Continuing professional development: pedagogical practices of interprofessional simulation in health care

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.     

Assessing mentor academy program effectiveness using mixed methods

The purpose of our study was to assess how an academic health center (AHC) mentor academy program affected mentor competence and optimized the mentor–mentee relationship. Mixed methods were used to assess the effectiveness of an AHC mentor program at a clinical translational science institute (CTSI). Twenty biomedical research faculty mentors took a validated survey and submitted reflective writings to discover if they corroborated or refuted statistically significant survey results. There was a significant improvement in participants’ confidence of mentor skills, integral mentoring quality, and the extent to which they fulfill mentees’ expectations. Males provided constructive feedback and helped mentees develop goal strategies more often compared to females. Reflective writings supported these findings yet refuted two survey findings. The use of a mixed methods approach offers novel insight into how mentoring programs benefit translational research mentoring capacity building and raises questions about the sole use of surveys as evidence of program effectiveness.     

Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

溶瘤病毒在肿瘤治疗中的动力学性质研究

文章研究了一个利用溶瘤病毒治疗肿瘤的数学模型的动力学性质,得到此模型最多存在三个平衡点,并分析了每个平衡点的定性性质,所得结论给出了没有感染病毒和感染病毒的肿瘤细胞的数量变化规律,对治疗方案中参数的控制有一定的意义。     

From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey

Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher.