Sink or Swim: Learning by Doing in a Supply Chain Integration Activity*

Studies show that supply chain integration (SCI) is important to organizations. This article describes an activity that places students in the middle of an SCI scenario. The highly interactive hands‐on simulation requires only 50 to 60 minutes of classroom time, may be used with 18 to about 36 students, and involves minimal instructor preparation. Through the activity, students learn the basics of SCI and then analyze an SCI event to better appreciate the need for collaboration and information sharing. In courses that address supply chain management, instructors can use the activity early in the semester to introduce students to the complexities of supply chain networks. Alternatively, instructors may use the simulation later to provoke a more nuanced discussion.     

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.     

学习共同体生成的若干基本问题思考

本文主要阐述了学习共同体生成的若干基本问题,论述了学习共同体的意涵及相关概念的关系,学习共同体生成的价值,同时提出了学习共同体的生成原则和把握要点。     

Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?

Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent.     

Relationships among community interaction characteristics,perceived benefits,community commitment,and oppositional brand loyalty in online brand communities

To stand up for the brands they support, members of brand communities develop “oppositional brand loyalty” towards other rival brands. This study identifies how the interaction characteristics of brand community affect the perceived benefits of community members, and whether the perceived benefits cause members to develop community commitment, as well as the relationship between community commitment and oppositional brand loyalty. This study examined members of online automobile communities in Taiwan, and obtained a total of 283 valid samples. The analytical results reveal that interaction characteristics of brand community make members perceive many benefits, with “brand community engagement” being the most noticeable. Furthermore, hedonic, social, and learning benefits are the main factors to form community commitments. When members have community commitments, they will form oppositional brand loyalty to other rival brands. Based on the analytical results, this study provides suggestions to enterprises regarding online brand community operations.     

Measured lives: the rise of assessment as the engine of change in English schools

The year 2000 marks the end of compulsory education for the first cohort of students to experience the National Curriculum throughout their school careers. This article describes their experience of assessment and compares it with the testing regime that those children who start school in 2000 are likely to experience. Changes in policy from the early Task Group on Assessment and Testing proposals are analysed, especially the increasing priority given to the use of assessment for monitoring and evaluating the performance of teachers, schools and local education authorities. This shift is interpreted in terms of underlying assumptions about effective strategies for change. While Conservative and Labour governments have pursued somewhat different goals, they have used a similar change strategy. This explains why the general thrust of policy has continued in a broadly similar direction - towards ever more testing in schools and the use of results as performance indicators. It is argued, however, that this strategy cannot be pursued indefinitely. After a point, further improvements will only be made if teachers are helped to work ‘smarter’, not just harder. Policy-makers need, therefore, to look again at the contribution that formative assessment - or assessment for learning as part of pedagogy - can make to lifelong learning, in a more coherent, balanced and ‘educational’ system.     

Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment

This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction.     

文摘索引数据库增值功能研究

文摘索引数据库除具有基本的信息检索功能,还具有增值功能。数据库在内容的增值上表现为资源的联系与整合,包括基于多种类型数据库的集成,基于全文获取的资源链接以及基于网络资源整合;在服务上的增值表现为服务的拓展和配套完善。目前研究开发数据库的增值功能,对国内数据库的发展和文献机构而言有着重要的现实意义。表2。参考文献3。     

我国高校图书馆网上参考咨询服务现状调查与分析

本文对国内高校图书馆网上参考咨询方式与手段的现状进行了研究分析，并探讨了网上参考咨询服务的发展方向。     

网络科技论文专家评价模型研究

网络科技论文专家评价模型定量指标有:被访次数、被引次数、被下载和打印次数、被转载次数、引文数量、链接数量和相关成果获奖次数等;定性指标有:权威性、准确性、新颖性、全面性和便利性等。可按一定的规范流程对专家评价模型指标进行量化处理。应按确定评价对象、确定专家评价团、确定评分标准、进行数据分析、写评价报告和收集反馈信息的流程实施专家评价模型。表1。参考文献3。