The nurture teacher: characteristics,challenges and training

The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed.     

Implicit intelligence beliefs of computer science students: Exploring change across the semester

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.     

Cloning the Blairs: New Labour's programme for the re-socialization of working-class parents

In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote ‘a culture of achievement’, as, according to Blunkett, the vision ‘depends on changing attitudes as well as the system itself’. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme.     

面向知识管理的适应性竞争情报系统

从情报与知识的内在联系出发,对竞争情报的知识属性进行深入地探讨;详细分析竞争情报工作中的行为障碍、过程障碍以及组织障碍;针对这三类障碍,从知识管理与竞争情报的内在关系出发,分析知识管理环境下的竞争情报的工作方法及工作流程,并在此基础上探讨基于知识管理的适应性竞争情报系统的构建。     

竞争情报系统监控引擎的研究与设计

在对互联网情报采集存在的问题进行分析的基础上，设计具有监控设定、监控训练、搜索生成、情报搜索、情报过滤、情报分类、变化侦测、分发接口、情报网络、相关反馈等功能的一个监控引擎，可以满足进行持续情报搜索的、推式范式的、全生命周期的互联网竞争情报需求。     

基于知识管理的人际情报网络实验系统的设计与实现*

为实现基于知识管理的人际情报网络构建流程的自动化，设计人际情报网络实验系统的功能和体系结构，并结合所选择的相关技术和工具，具体论述人际情报网络系统中的知识获取子系统、知识查询子系统、网络管理子系统、网络可视化子系统的实现。     

社会性网络服务的特点及其对企业竞争情报工作的影响

当前,互联网已成为企业竞争情报工作的重要阵地,人际网络在整个情报循环中的作用已受到相当程度的重视。本文从当前网络热点社会性网络服务(SNS)入手,分析了基于SNS构建的人际网络特点,对由此引发的企业竞争情报工作的变革进行了探讨,重点分析了社会性网络服务对企业竞争情报收集内容及方式的影响。     

从“库诺特”模型的演变看竞争情报在企业竞争中的作用

通过介绍西方经济学中“库诺特”模型在引入博弈论后的几种演变模型,探讨如何理解竞争情报在企业竞争分析中的作用和如何充分利用博弈论和经济学的分析方法加强竞争情报研究中的情报分析手段。     

融情感因素于邓小平理论教育之中

高校邓小平理论教育应发挥情感因素在教育中的作用,引导大学生深入学习邓小平理论,以改革开放的实践和祖国的光明前景,激发大学生的学习热情。     

幼儿双侧肢体运动对智力潜能开发作用的实验研究

学龄前儿童通过有针对性的双侧肢体的协调活动,可以改善不利侧肢体的“偏利”现象,提高幼儿身体协调性和左右侧肢体运动技能发展的均衡程度,起到开发幼儿心理潜能(如提高反应能力)的作用,运动技能的提高促进了智商的相应改善。科学、有效的方法,使幼儿的运动技能和智力的潜能得到充分的开发。