B—SLIM课堂教学模式与大学英语教学

B—SLIM课堂教学模式是建立在认知论、结构主义与发展主义基础上的成功语言教学模式,并通过大量实证得出学生语言学习需要语言建构与自主学习,因而实现语言习得。文章通过对B—SLIM教学模式的主要内容介绍,结合我国大学英语教学现状分析,建议大学英语课堂教学设计应注重发挥学生的认知建构,突出学生学习的自主性;让学生参与教学过程,培养其研究性学习;转变师生角色;教学评价由终结性过渡到形成性评价,最终达到语言教学成功的目的。     

Modeling Synergy and Learning under Multiple Advanced Manufacturing Technologies

The advent of the wide variety of new, highly integrated, advanced manufacturing technologies available for acquisition by a firm's managers has brought to light an accompanying set of unexpected issues. These issues include expectations for the benefits and costs of these technologies, determining the appropriate order of implementation and finding a way to justify acquisition when many of the benefits are a function of the technology's learning and synergistic effects on other operations and technologies. We present here a model that captures the interaction effects of these highly integrated technologies and discuss the data requirements for application of the construct. We then illustrate the model's workings with a number of multitechnology examples and show the danger of ignoring the synergistic and learning effects of these technologies when considering their acquisition.     

A weighted Harrell–Davis distance test with applications to censored data

Consider the standard treatment-control model with a time-to-event endpoint. We propose a novel interpretable test statistic from a quantile function point of view. The large sample consistency of our estimator is proven for fixed bandwidth values theoretically and validated empirically. A Monte Carlo simulation study also shows that given small sample sizes, utilization of a tuning parameter through the application of a smooth quantile function estimator shows an improvement in efficiency in terms of the MSE when compared to direct application of classic Kaplan–Meier survival function estimator. The procedure is finally illustrated via an application to epithelial ovarian cancer data.     

Virtual Worlds and Social Work Education

ABSTRACT

The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations.     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Learning to Be a Social Worker in a Non-traditional Placement: Critical Reflections on Social Work,Professional Identity and Social Work Education in England

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this.     

论《学记》教学思想的当代启示

《学记》里蕴含着丰富的教学思想,对我们今天的教育教学仍有很大的参考价值。     

Norms,status and the dynamics of advice networks: A case study

The issue of the influence of norms on behavior is as old as sociology itself. This paper explores the effect of normative homophily (i.e. “sharing the same normative choices”) on the evolution of the advice network among lay judges in a courthouse. 0020 and 0025 social exchange theory suggests that members select advisors based on the status of the advisor. Additional research shows that members of an organization use similarities with others in ascribed, achieved or inherited characteristics, as well as other kinds of ties, to mitigate the potentially negative effects of this strong status rule. We elaborate and test these theories using data on advisor choice in the Commercial Court of Paris. We use a jurisprudential case about unfair competition (material and “moral” damages), a case that we submitted to all the judges of this court, to test the effect of normative homophily on the selection of advisors, controlling for status effects. Normative homophily is measured by the extent to which two judges are equally “punitive” in awarding damages to plaintiffs. Statistical analyses combine longitudinal advice network data collected among the judges with their normative dispositions. Contrary to what could be expected from conventional sociological theories, we find no pure effect of normative homophily on the choice of advisors. In this case, therefore, sharing the same norms and values does not have, by itself, a mitigating effect and does not contribute to the evolution of the network. We argue that status effects, conformity and alignments on positions of opinion leaders in controversies still provide the best insights into the relationship between norms, structure and behavior.     

Thought on Normalixing Movement of Learning Leifeng in Colleges and Universities

大学生正处于世界观、人生观、价值观形成的关键时期,迫切需要先进典型的感召与引领、崇高精神的激励与熏陶。高校应结合当前学雷锋活动情况,创新学习教育内容,加强开展学雷锋活动意义、雷锋先进事迹和雷锋精神内涵的教育：采取丰富多彩的形式,在学习教育活动、校园文化建设和志愿者服务实践中,大力弘扬和积极践行雷锋精神;完善科学高效机制,构建和完善常态化组织领导、政策制度和科学评价机制,推动学雷锋活动常态化,使高校在学雷锋活动中始终走在全社会的前列。