Language (in)competency,communication strategies,and the development of an international academic teacher identity: becoming an audible minority

Despite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic – or audible – minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status.     

The global education practicum: perspectives from accompanying academics

The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.     

企业竞争力评价方法国内外研究综述

目前国内外有关于竞争力的研究从方法上可以分为理论研究和应用研究两大类;在具体内容上,可归为四类:国家竞争力评价体系中的企业管理国际竞争力要素,企业绩效评价指标体系,企业竞争力评价指标体系以及企业国际竞争力评价指标体系。本文对国内外涉及企业国际竞争力评价指标体系的文献进行了综述,并就相关研究的特征及其不足进行了比较分析,同时提出了构建一个能够全面、准确、真实地反映企业国际竞争力的指标体系所应该考虑的因素。     

论道路交通事故民警胜任素质模型构建

将胜任素质的研究引入公安交通人力资源管理具有重要的意义。首先探讨了胜任素质模型的概念及其一般研究方法，然后设计了道路交通事故民警胜任素质模型构建的步骤及其框架体系，最后简要论述了在建立胜任素质模型过程中应注意的事项。     

基础教育信息化发展调查研究 ——基于江西省W县的调查

基础教育信息化优质均衡发展是实现基础教育公平的重要力量。研究以中小学教师、校长、初三学生为调查对象,采用问卷调查法深入调研和分析江西省W县基础教育信息化发展。本研究先构建了中小学教师信息技术应用能力模型、校长信息化领导力模型、学生信息素养模型,然后运用验证性因子分析模型效果,通过描述统计、差异分析其应用水平,找到县域基础教育信息化发展存在的问题。基于实证分析,本研究提出五点政策建议:加强顶层设计,擘画县域基础教育信息化优质均衡发展蓝图;深化县域基础教育信息化应用,提升教育教学质量;通过集群发展提升教师信息技术应用能力;以数据驱动为核心,通过人工智能等技术推动县域基础教育信息化优质均衡发展,以期为教育信息化2.0时代提升县域基础教育信息化发展提供参考。     

Recontextualizing psychosocial development in young children: a model of environmental identity development

This article presents an Environmental Identity Development model, which considers the progression of young children’s self-cognitions in relation to the natural world. We recontextualize four of Erikson’s psychosocial stages, in order to consider children’s identity development in learning in, about, and for the environment. Beginning with Trust in Nature vs. Mistrust in Nature, we argue that cognitions of comfort in the natural world vs. discomfort, provide the foundation for healthy environmental identity development. This trusting bond/relationship with nature allows children to gain Spatial Autonomy through collectively or independently creating their own sense of place in nature vs. feelings of doubt or Environmental Shame. As children progress, they gain Environmental Competencies, creative innovations to use the environment for both personal and social purposes vs. separation from nature or Environmental Disdain. Such competencies promote children’s agency in exercising Environmental Action, applied care/ethics aimed at building a sustainable future, as opposed to behaviors that cause Environmental Harm. Young children’s environmental identity develops in diverse ways and in distinct sociocultural and geographical contexts. Caregivers/educators play a unique role in recognizing and supporting the needs of individual children as they progress towards healthy environmental identity development.     

Spanish parents’ perception of family media literacy / Percepción de padres y madres españoles acerca de la alfabetización audiovisual familiar

The family is the main network of relationships in which the values and norms for living in society are transmitted. In a society where the presence of the media is prominent, media literacy in the family is more important than ever. For this reason, this study aims to analyse Spanish families’ perception of all aspects related to their knowledge about the media, their use of the media, their critical and expressive capacity and their perception of the weaknesses and risks of the media. To do so, we have analysed data from nine Spanish regions through focus groups (FG) with the participation of parents representing different kinds of families. The evidence collected highlights the need for media training for all family members so they can actively, critically and creatively take advantage of the potential afforded by the technologies and media in education for active, participatory citizenship.     

Are health professional competency assessments transferable across cultures? A preliminary validity study

This study investigated if professional competency assessments are transferable across cultures using COMPASS®: Competency assessment in speech pathology, a tool developed and validated in Australia. Students in Hong Kong were assessed by clinical educators using COMPASS® and the usual clinical evaluation forms. Analyses compared Hong Kong data with the original Australian field trial data. Rasch analysis was used to evaluate how well the ratings and score generated represented students’ development of competency. Hong Kong clinical educators’ ratings represented the same seven distinct categories of judgement as Australian clinical educators. The order of item difficulty was very similar for the two samples. However, Hong Kong clinical educators were not rating students in a pattern that reflected increasing competency with experience and very few year 4 students were rated at entry level. It is concluded that an assessment tool validated and developed in one culture may well support valid judgements and yield measures that can be used to judge student competency in another culture. Further evaluation is required to investigate the differences in the judgement of student progress in another culture and strengthen the validity of using its measures to judge students' competency performance.     

后官僚时代的公务员核心能力:前瞻能力

21世纪是能力管理的世纪.在新公共管理的影响下,各国纷纷将核心能力管理作为公务员管理的利器.在中国,国家人事部于2003年发布《国家公务员通用能力标准框架（试行）》,规定了公务员必须具备的9种核心能力.现有的公务员核心能力建设,无论在理论上还是在实践中,均存在一个根本性缺陷,这就是它们以传统的官僚行政作为其制度基础,而前瞻能力,应该成为后官僚时代公务员核心能力的主要构件.     

个体有机能力及其同组织层次能力整合机理与过程分析

在分析传统能力概念不足的基础上，本文提出了有机能力的概念，并以此为基础，论证和分析个人能力同组织层面的能力整合机理与过程，为企业有针对性地发展员工能力提供有益指导框架。