新媒体环境下大学生社会主义核心价值观培育研究

经济全球化、文化多元化、社会转型以及新媒体的快速发展等因素对大学生的思想、行为和价值观产生了深刻影响。新媒体的互动性、共享性和渗透性为大学生社会主义核心价值观培育提供了新载体。利用新媒体平台系统,发挥新媒体价值观培育的主阵地作用,引导大学生开展自我教育,搭建价值观培育新平台,形成培育合力和创新话语方式,能够有效增强新媒体环境下大学生社会主义核心价值观培育的有效性和针对性。     

成功运用交际教学法

在中学英语教学中 ,我们要成功运用交际教学法 ,就必须正确的理解认识交际教学法 ,了解交际教学法的产生与发展及其语言学基础 ,充分利用教学活动、师生角色及教材的作用等 ,使交际教学法在教学中得以成功运用     

Boundary-Spanning

SUMMARY

A boundary-spanning approach to practice traverses barriers to give social workers greater understanding of context, more latitude in interventions, and increased access to systems. This broad-based approach helps social workers work in large, complex systems of care that demand more creativity and advocacy from practitioners in less time with less support. It draws from direct social work practice, program planning and management, social work administration, and business/organizational management. Spanned boundaries include those restricting knowledge bases and definitions of setting, those separating health from mental health, those that isolate systems of service delivery and levels and modalities of practice.     

理工科大学素质教育中的中国民族音乐教育

艺术素质教育在古往今来的教育中都承担着重要的角色。中国民族音乐作为集艺术性与民族性为一体的音乐艺术形式,在世界音乐艺术领域占有重要的地位。通过不同的艺术教育途径,发扬和传承中国民族音乐,让更多的理工科大学生了解和热爱中国民族音乐,提高自身音乐修养,最终达到专业与艺术的完美融合。     

Staff and youth views on autonomy and emancipation from residential care: A participatory research study

The use of participatory approaches in designing services is still relatively uncommon. In this study, we helped design a service to support the transition of youth from residential care to independent living by exploring the perspectives of staff and of youth regarding: (a) the concept and development of autonomy; and (b) key factors in developing this type of service. We gathered the data through 10 interviews with staff (n = 10) and 4 focus groups with youth (n = 21), and subjected the data to a thematic content analysis. Staff defined autonomy as self-regulation and self-care, and identified three paths to foster autonomy – a sense of normality, meaningful relationships, and planning for emancipation. The staff and youth identified the following important aspects in designing the service: achieving normality (e.g. limited number of residents), promoting youth capacity (e.g. skill-building activities), providing social support (e.g. trust and respect between residents), and assuring guidance and boundaries (e.g. supervision of youth).     

解题反思：培养学生思维能力的途径

引导学生解题反思，一题多解、一题多变、多题一解，从而引导学生反思解题规律，培养学生思维的创造性．     

Expert Study to Select Indicators of the Occurrence of Emerging Mycotoxin Hazards

This article describes a Delphi‐based expert judgment study aimed at the selection of indicators to identify the occurrence of emerging mycotoxin hazards related to Fusarium spp. in wheat supply chains. A panel of 29 experts from 12 European countries followed a holistic approach to evaluate the most important indicators for different chain stages (growth, transport and storage, and processing) and their relative importance. After three e‐mailing rounds, the experts reached consensus on the most important indicators for each of the three stages: wheat growth, transport and storage, and processing. For wheat growth, these indicators include: relative humidity/rainfall, crop rotation, temperature, tillage practice, water activity of the kernels, and crop variety/cultivar. For the transport and storage stage, they include water activity in the kernels, relative humidity, ventilation, temperature, storage capacity, and logistics. For wheat processing, indicators include quality data, fraction of the cereal used, water activity in the kernels, quality management and traceability systems, and carryover of contamination. The indicators selected in this study can be used in an identification system for the occurrence of emerging mycotoxin hazards in wheat supply chains. Such a system can be used by risk managers within governmental (related) organizations and/or the food and feed industry in order to react proactively to the occurrence of these emerging mycotoxins.     

A stepwise approach for the purely periodic interaction spline model

The basic idea of an interaction spline model was presented in Barry (1983). The general interaction spline models were proposed by Wahba (1986). The purely periodic spline model, a special case of the general interaction spline models, is considered in this paper. A stepwise approach using generalized cross validation (GCV) for fitting the model is proposed. Based on the nice orthogonality properties of the purely periodic functions, the stepwise approach is a promising method for the interaction spline model. The approach can also be generalized to the non-purely-periodic spline models. But this is no done here.     

英语语法教学的趋同性与灵活性

语法教学的策略既应具有被实践证明了的普遍原则性,即趋同性,又应具有具体问题具体分析的灵活性。文章围绕英语教学中语法教学的趋同性和灵活性进行了简要证述。     

On Some Recent Definitions and Analysis Frameworks for Risk,Vulnerability, and Resilience

Recently, considerable attention has been paid to a systems‐based approach to risk, vulnerability, and resilience analysis. It is argued that risk, vulnerability, and resilience are inherently and fundamentally functions of the states of the system and its environment. Vulnerability is defined as the manifestation of the inherent states of the system that can be subjected to a natural hazard or be exploited to adversely affect that system, whereas resilience is defined as the ability of the system to withstand a major disruption within acceptable degradation parameters and to recover within an acceptable time, and composite costs, and risks. Risk, on the other hand, is probability based, defined by the probability and severity of adverse effects (i.e., the consequences). In this article, we look more closely into this approach. It is observed that the key concepts are inconsistent in the sense that the uncertainty (probability) dimension is included for the risk definition but not for vulnerability and resilience. In the article, we question the rationale for this inconsistency. The suggested approach is compared with an alternative framework that provides a logically defined structure for risk, vulnerability, and resilience, where all three concepts are incorporating the uncertainty (probability) dimension.