论法治视野下大学生爱国行为教育的定位

在法治社会,爱国行为教育既要从道德层面着手,又要重视法律视角的培育,还应强调两个维度的相互作用并统一于爱国主义政治原则之下。对大学生而言,政治正确是爱国行为教育的原则,理性爱国是爱国行为教育的基调,依法爱国是爱国行为教育的界限,德法互动是爱国行为教育的规律。     

浅谈高校辅导员提高工作水平的途径

高校学生教育管理工作是学校整体工作的重要组成部分，是贯彻党和国家的教育方针、培养全面发展的社会主义事业的合格建设者和可靠接班人的关键环节。高校辅导员作为高校教育管理工作的实施者，承担着主要的责任。因此，根据学校教育理念和工作要求，随着时代的不断发展，大学生的特点也在不断的变化，根据学生不同阶段引导学生养成正确的学习、生活习惯，贯彻“以人为本”的管理理念，同时注重社会道德对学生品行的影响作用，是做好新时期大学生思想政治教育工作的关键。     

陪审团在美国学生司法制度中作用的分析

陪审团审判作为美国诉讼审判制度的最大特点之一,也被应用到了美国校园学生事务的处理中。斯坦福大学的《学生司法宪章》就是以陪审团审判为特点,审理学生违纪案件的校内司法制度,规定了陪审团工作的基本原则、成员的组成、职责、证据证明标准及其裁决方式等诸多方面均体现了尊重学生权利、以学生为本的思想。本文通过对以上诸问题的分析,阐述了陪审团在学生司法制度中的重要作用。     

大学生主观生活质量及其影响因素研究

大学生的主观生活质量是目前学术领域研究比较薄弱的一个环节。文章通过实证调查所得资料的分析，认为当今大学生的主观生活质量总体上处于比较理想的水平，并通过因子分析和多元回归等统计方法，发现影响大学生主观生活质量的因素首先是学习满意度，其次包括人际关系满意度、精神满意度等10个方面。性别、家庭经济状况和年级对大学生的主观生活质量也有不同程度的影响。     

学校社会工作：一种专业的高校学生工作模式

学校社会工作是专业化的社会工作服务，若将其工作理念、原则、方法运用到高校学生工作中，可以有效促进大学生的成长，并且使传统学生工作系统实现突破。     

师范生态势语技能训练

针对师范生的实际，从师范生学习态势语的重要性、学习态势语的作用、态势语技能培训以及训练的原则几个方面进行了阐述。在具体的训练操作过程中，应围绕身姿语、手势语、表情语、目光语、空间距离语、服饰语等项内容因材施教，就能有效提高师范生的教学技能。     

“学校、银行、保险公司”三位一电——高校助学贷款还贷监督模式研究

我国高校学生助学贷款实施近十年来，总体上看是持续有效运转的，但也存在贷款回收难和违约率高等亟待解决的瓶颈问题。根据实践和研究，可以通过“学校、银行、保险公司”三位一体的高校助学贷款还贷监督体系的构建和运行，从三个层面保证这项事业健康、持续发展。     

Theory of change models deepen online learning evaluation

Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.     

Prediction of Variables Via Their Order Statistics in Bivariate Elliptical Distributions with Application in the Financial Markets

Assuming that (X₁, X₂) has a bivariate elliptical distribution, we obtain an exact expression for the joint probability density function (pdf) as well as the corresponding conditional pdfs of X₁ and X₍₂₎ ? max?{X₁, X₂}. The problem is motivated by an application in financial markets. Exchangeable random variables are discussed in more detail. Two special cases of the elliptical distributions that is the normal and the student’s t models are investigated. For illustrative purposes, a real data set on the total personal income in California and New York is analyzed using the results obtained. Finally, some concluding remarks and further works are discussed.     

Views of a Structured Assessment Tool for Observing Practice

Assessment of learning in practice through observation is a key part of social work training in the UK. There is no evidence of systematic dissemination or evaluation of observation tools in social work training. The Assessment of Learning in Practice Settings (ALPS-CETL) programme developed observation tools intended to provide comprehensive assessment through the collection of analytic student reflection, alongside commentary from practice assessor, professional colleague and service user. These ALPS tools were further developed to include specific social work assessment criteria. The purpose of this study was to establish student and practice assessor views about how the tools had been used and to understand their effectiveness, or otherwise, in practice. Through analysis of student focus groups, practice assessor interviews and completed ALPS tools, this paper evaluates the use of the social work adapted ALPS tools on an undergraduate social work programme in an English university. The findings of this study support the view that the ALPS tools can be used to promote reflective writing and support students in obtaining formative and summative evidence of their progress. In addition the tools appear to promote a student-led process of observational assessment thereby potentially helping to address the issue of power in the student/assessor relationship.