“低碳”视野下大学生环保理念与行为的培育

改革开放以来我国经济得到了迅速的发展,在经济得到发展的同时也出现了资源紧张、污染严重、生态恶化等一系列环境问题,对人民生活生存质量的不良影响在不断加剧,由此＂低碳生活＂理念应运而生。当代大学生是未来国家的建设者,他们的价值观与行为将会影响到我国的长远发展。在高等教育阶段对他们进行环保理念的培育有利于为缓解和改变我国经济发展中出现的生态恶化问题、提高我国人民的生活生存质量、转变我国的经济增长方式。这对我国高等教育的发展和社会的长远发展都有着深远的意义。     

论高校外语复合应用型人才培养模式的构建

人才培养要立足于社会需求。高校外语人才培养应满足社会对复合应用型人才的需求。要实现这样的目标,必须对现行的教育模式、课程体系、教学手段与方法、教学管理机制等进行系统化重新构建,创建与培养目标相适应的人才培养模式。     

新生代农民工职业培训现状及对策

新生代农民工职业培训是国家战略发展的必然选择,针对新生代农民工的职业培训仍然存在着信息不畅、内容针对性不强、管理缺乏整合、就业功能体现不足等问题,从微观角度提出重视＂三个结合＂,加强培训宣传;加强＂三个认识＂,突出培训的针对性;做好＂三个联动＂,增强管理的有序性;实现＂三个对接＂,促进就业程度等对策。     

论国家援外培训与中原经济区建设——以河南工业大学为例

介绍了河南省承担国家援外培训项目的现状、具体实施办法。论述了援外培训与中原经济区建设的意义,并就河南省援外培训的发展策略问题进行了探讨。     

数字媒体时代新闻人才培养的专业化路径探索

数字媒体时代高校新闻人才培养需要树立专业意识,着眼于学生核心竞争力的建构,将学生的媒介技术运用能力视为入职基本素养,提升学生的多媒体内容整合能力,将培养学生的人际沟通协调能力视为根本。师资建设上的＂派出去＂和＂请进来＂策略,硬件建设上的数字媒体实验室建设,课程建设上大胆的教学理念与课程改革,是数字媒体时代新闻人才培养专业化的重要路径。     

手机阅读方式与研究生理论思维培养研究

当前研究生培养中存在着弱化理论思维培养的问题,一定程度上致使研究生理论思维存在缺陷.通过对相关文献的研究和问题调研,分析了加强研究生理论思维培养的三个方面的原因.指出了理论思维培养需要重视的环节、具体方法.认为在网络化时代手机阅读方式普及的前提下,应加强研究生理论思维培养中手机阅读方式的使用,由此着重分析了研究生理论思维培养中手机阅读方式应用的两类实现方式,以及在教学实践中的具体策略.     

The Use of Video Modeling,Prompting, and Feedback to Increase Credit Card Promotion in a Retail Setting

We evaluated the use of video modeling, role play, prompting, and feedback to increase credit card promotion by sales associates in a retail setting. We first used the Performance Diagnostic Checklist (Austin, 2000 Austin, J. 2000. “Performance analysis and performance diagnostics”. In Handbook of applied behavior analysis, Edited by: Austin, J. and Carr, J. E. 321–349. Reno, NV: Context Press.  [Google Scholar]) to identify the variables contributing to the poor performance of two sales associates. Based on the results, we developed an intervention package that included a video model, instructional prompt cards, role play, and feedback. During baseline, target employees asked a mean of 26% of customers to enroll in the credit card program. Following intervention, target employees asked a mean of 84% of customers to enroll in the credit card program. Furthermore, employees rated the intervention as enjoyable, as effective, and as a system that they would continue to use. The results illustrate the effectiveness of video modeling, prompting, and feedback in increasing credit card promotions and delivering critical information about the card to daily customers.     

Effectiveness of Interactive Computer-Based Instruction: A Review of Studies Published Between 1995 and 2007

Computer-based instruction (CBI) has been growing rapidly as a training tool in organizational settings, but close attention to behavioral factors has often been neglected. CBI represents a promising instructional advancement over current training methods. This review article summarizes 12 years of comparative research in interactive computer-based instruction relevant to employee training techniques. The results demonstrate that CBI is an effective and viable training technique, and several areas in need of further examination are detailed.     

The Effects of Evaluating Video Examples of Staffs' Own Versus Others' Performance on Discrete-Trial Training Skills in a Human Service Setting

Many studies have been conducted evaluating the use of feedback in staff training in organizational settings. Central to this literature has been the use of a variety of forms of feedback, including videotaped feedback. A distinction is outlined between video modeling and a variety of possible video feedback procedures. Previous studies have indicated a possible positive training effect on staff skills from simply being exposed to relevant videotaped performances of those skills or as a result of evaluating video modeled performances. This study evaluated the effectiveness for training teaching skills of having staff evaluate videotaped teaching skills as performed by themselves versus others. The current study results replicate earlier research on the effectiveness of evaluating video models as a training method and do not suggest a difference between observing oneself as opposed to observing someone else. Future research suggestions for the general use of video in training are provided.     

Improving the Quality of Staff and Participant Interaction in an Acquired Brain Injury Organization

Weekly observations of direct-care staff in a facility for persons with brain injury yielded less than optimal interactional style with facility residents. Following an observational baseline, staff were asked to self-rate a 15-min video sample of their interaction behavior with participants on their unit. They were then asked to compare their self-ratings to those of a supervisor, as well as view a video exemplar of appropriate positive interaction behavior. Elements of their interactional style were highlighted and specific feedback was provided on how to improve their performance. Interaction style was then reevaluated via an unobtrusive observer and yielded positive gains for all participants. Subsequent on-the-job feedback sustained performance gains.