基于ESP 理念的大学英语专业学生师范技能培养探索 ——以西昌学院英语专业学生为例

随着大学英语教学改革的推进和深化,大学英语教学的重心开始发生转移,ESP理念优势日显,越来越得到重视,而英语 专业学生的学习比较广泛,如商务英语、旅游英语、师范英语等,因此,从此理念来探究英语专业学生师范方向学习培养设计方 案,旨在对外语教学在ESP方向上的发展提供基础,也指引其他课程进行目的性的发展。     

高校教师教学质量的多层次模糊综合评价模型及其应用

利用模糊数学建立了高校教师教学质量多层次模糊综合评价模型,并给出应用实例。     

改进的人工神经网络方法在农业现代化综合评价中的应用

该文将因子分析的方法引入人工神经网络,运用于农业现代化多指标综合评价,克服了人工神经网络在多指标情况下预测精度降低的不足,为农业现代化综合评价的研究方法提出了新的思路。     

试论治理腐败的逻辑

为了选择有效治理腐败的方法,首先要解决针对有效治理腐败的逻辑思维问题。目前各国普遍使用的“治理腐败逻辑”有三种:一是减少介入腐败的机会;二是提高介入腐败的代价;三是增强腐败免疫力。这三种逻辑及其策略均具有各自的局限性,只有综合运用三种逻辑及其策略,才能有效治理腐败。     

浙江省新生代农民工继续教育状况研究

中共中央、国务院印发的《新时期产业工人队伍建设改革方案》提出,要帮助"新生代农民工增加受教育培训机会,提高专业技能和胜任岗位能力",并将教育作为促进农民工融入城市,成为稳定就业的产业工人的重要路径。以浙江省11个地级市的服务行业、建筑行业、制造业的从业人员为主要调查对象,了解浙江省新生代农民工接受继续教育的现状与特点,发现新生代农民工存在自身接受继续教育的动力意愿不足、企业进行职业技能培训投资的动力意愿不足等问题,并据此提出要做好终身教育宣传、搭建继续教育平台、优化在职培训模式等解决办法。     

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention

The 1962–67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964–65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.     

HR转型背景下劳动关系与劳动法课程教学方法新探

2020年中共中央办公厅、国务院印发的《关于深化新时代教育督导体制机制改革的意见》,进一步推动了我国教育事业的改革和发展,也为HR转型背景下劳动关系与劳动法课程教学方法的改革提供了优良契机。基于此,文章介绍了HR转型与专业人才培养的关系,分析了HR转型对劳动关系与劳动法课程教学的影响,探究了HR转型背景下劳动关系与劳动法课程的教学现状,论述了HR转型背景下劳动关系与劳动法课程教学的创新路径。     

Challenges and dilemmas working with high‐conflict families in child protection casework

Social workers within child protection services report that families marked by high levels of conflict between separated parents are among the most challenging cases to handle. Few studies however have focussed on how social workers themselves experience and meet with parents involved in hostile martial interactions. This article reports on a qualitative study involving 31 social workers and provides an analysis of their experiences and dilemmas in working with such families. Findings demonstrate that social workers struggle to find ways to help high‐conflict families and often find themselves at an impasse. Parents involved in such conflict are highly resistant to change, and social workers struggle to engage with them over concerns about their children. Furthermore, findings suggest that social workers lack organizationally allotted time to assist the parents. I conclude by discussing ways in which emotional support, empowering interventions, and strength‐based approaches enable social workers to manage relationships with high‐conflict families. More research on this topic is needed to support and promote better practices for social workers to be more effective in assisting high‐conflict families.     

An E-learning outreach program for public schools: Findings and lessons learned based on a pilot program in Makati City and Cabuyao City,Laguna, Philippines

The E-Learning Outreach Program (ELOP) is a multisectoral, collaborative, and commitment-driven action research that focuses on providing relevant and useful computer and Internet literacy short courses for public elementary students. This study presents the critical action plans of setting up a pilot e-Learning station in Hen. Pio del Pilar Elementary School in Makati City and in Pulo Elementary School in Cabuyao City, Laguna, Philippines. The school’s computer laboratory was converted to an E-Learning station with additional devices and technical support from De La Salle University (DLSU). The study aims to account for a process-based heuristic approach in laying down the different phases of the program, specifically to: (1) coordinate and orient parents, pupils, teachers and school administrators, (2) set-up an e-Learning environment (3) design and write course modules (4) assess learning skills and experience of pupils, and (5) evaluate the program based on research team’s observation and results of the focus group discussion (FGD) with teachers and student-participants. In Pulo Elementary School, a pretest and posttests were conducted with results showing that the program has improved participants’ e-Learning knowledge and skills except for advance skills in hardware utilization. The participants also showed a strong positive attitude towards the ELOP.     

Testing an Integrative Contextual Career Development Model With Adolescents From High‐Poverty Urban Areas

Variations in the economic recovery rate across the United States have led to even greater chasms that separate the employed, unemployed, and underemployed (DeSilver, 2017 ). Therefore, understanding and supporting the career development of future generations is critical—especially for those who live outside the context of social privilege. The authors examined the applicability of the integrative contextual model of career development (ICM; Lapan, 2004 ) to a sample of 220 adolescents (129 boys, 91 girls) from a high‐poverty urban area. Results indicated that a canonical variate comprising foundational ICM skills (e.g., career exploration, goal setting) predicted a variate composed of ICM outcomes (e.g., self‐efficacy, vocational identity), thus supporting the usefulness of the ICM framework for this population. The skill of setting viable career goals was an especially strong predictor of outcomes. Implications for career counseling with adolescents living in high‐poverty urban areas and directions for future research are discussed.