“‘I Was Gonna Go Off,but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.     

高校“金课”建设:困境与路向——基于专家访谈的质性研究

于高等教育改革而言,如何定义并打造"金课"意义重大。运用质性研究方法,以《教学研究》第十届编委会的24名专家为样本,对访谈内容进行整理、归纳与编码,对"金课"的概念进行界定,从教育学及相关专业的角度揭示当前国内大学"金课"建设的问题并提出对策,为高校提升教学质量和人才培养水平提供理论参考与实践启示。     

高职教师专业能力标准的探讨

《高职教师专业能力标准》阐明了高职教育教师应具备的素质、知识、能力的核心要素,彰显了高职教育的本质特征与高职教育教师的特殊性,体现了高职教育教师＂学生为本＂、＂师德为先＂、＂双师素质＂＂终身学习＂四大特色,其构建符合国家有关高职教育的法规、法律、政策,体现出政府和公众对高职教育教师的希望,对引领高职教育教师专业发展具有针对性、实效性和可操作性。     

高新技术转化为技术标准的动力机制研究

"标准化—产品化—产业生态"的产业演进路径,决定了把高新技术转化为技术标准的重要意义。对高新技术转化为技术标准动力机制的涵义及动力要素构成、转化主体、转化动力机制的运作机理等进行了剖析,揭示了转化过程中诸动力要素相互联系与相互作用的方式,以及这些动力要素与外部环境之间所形成的互动关系,并据此构建了高新技术转化为技术标准的动力机制模型。     

居民视角下民族社区旅游化的空间演变过程及特征——以肇兴侗寨为例

从空间角度揭示旅游化的演变过程和特征可为深刻理解社区现象或问题提供参考.本文选取肇兴侗寨为案例地,通过2013年、2018年2次实地调查,采用参与式制图和半结构访谈获取一手数据,运用景观价值理论和质性空间分析方法,通过居民视角的景观价值变化探索社区旅游化在空间上的演变过程与特征.研究发现:①肇兴侗寨社区旅游化的过程包括...     

我国科技金融发展效率的影响因素研究 —基于模糊集的定性比较分析

基于2011—2018年我国30个省（区、市）的面板数据，运用DEA-BCC模型测算出我国科技金融发展效率，并运用模糊集定性比较分析法探讨了科技金融政策、金融发展程度、科研经费强度、政府科技支持力度、科研人数和科研人员学历等因素对我国科技金融发展效率的协同效应。研究表明：（1）高效的科技金融发展具有“多重并发”的特点，受多个因素共同作用，其中科技金融政策是促进科技金融发展的重要因素；（2）推动地区实现高效科技金融发展的路径有四条，分别为政策平衡型、全面协作型、科研投入型和环境人力型。     

How do students define their roles and responsibilities in online learning group projects?

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.     

Perceptions of the school self-evaluation process: the case of Abu Dhabi

The Abu Dhabi Education Council (ADEC) has initiated educational change and school improvements. As part of the school reform agenda, ADEC has introduced school self-evaluation-Irtiqaa (SSE-Irtiqaa). This research probes the effectiveness of school administrators (SAs), including principals, vice principals, academic principals, and heads of faculty, and their perceptions of the implications and implementation of SSE-Irtiqaa. The study also intends to improve school quality and help benchmark Abu Dhabi public schools with international academic standards, by tracing challenges faced during the SSE-Irtiqaa process. Public SAs are the participants of this study. This research is an exploratory case study that employed a qualitative research tool. Semi-structured individual interviews were conducted with 14 administrators representing 6 public schools in Abu Dhabi. Findings and recommendations shed light on the areas and paths of development required to facilitate and improve the SSE-Irtiqaa process.     

试论网络犯罪的定性

根据刑法学上的定义,宏观上网络犯罪可分为侵犯计算机信息系统安全的网络犯罪和利用计算机、网络实施的其他网络犯罪。实践中,应克服网络犯罪神秘化倾向,正确认识网络犯罪的本质。与域外网络犯罪法规对比,我国计算机网络系统犯罪立法与国际先进水平基本同步,为网络犯罪的正确定性提供了较为科学的法律依据。在网络犯罪定性上,应坚持刑法的谦抑性和罪刑法定原则;坚持两分法,对涉嫌犯罪的行为先归入两类之一;坚持类型化归纳,正确认定具体的犯罪罪名。     

论安全保障义务的判断标准

判断过失的客观说主要是以＂第三人＂的标准来判断行为人的行为是否违反安全注意义务。该＂第三人＂为法律虚拟的理性人。我国司法实践中在判断过失上采用客观标准可按照以下步骤：存在法律、行政法规及司法解释等法定标准时,先依据法定标准判断;在某些行业规范中规定了特定行业和执业人员行为标准时,这样的行业标准可以补充法定标准作为判断过失的依据;在寻尽以上方法后,才能运用＂理性人＂的标准,结合具体案件中主体行为能力、社会专业角色、有无突发情形这三种常见特殊情况判断。