共查询到20条相似文献，搜索用时 31 毫秒
1.
一首《大学生的自习室》,一句“小样,你新来的吧”,一群着装前卫的帅哥靓妹,几间飘着菜香,播着《七里香》的大食堂,几座阳台上挂了衣裤的学生公寓楼,还有许多讲台上的饱学之士,勾画出大学生活的轮廓。我们离开父母的呵护,远走他乡,把希望交给自己主宰,这时,耳边回响起《祝你一路顺风》,一点点伤感却又屡屡幢憬。提上行李,背起书包,抬头看看,大学的校门就在眼前。我止步了,12年寒窗,高考的洗礼,还有4个月前的那激情燃烧的9个小时一锤定音。无所谓 相似文献
2.
大学,是神殿,是绚烂的梦,是所有中学生憧憬的地方。每个人都向往大学,我们的近期目标也非大学莫属。大学是妙趣横生,五彩斑斓的。大学生活到底是个什么样子呢?有什么好玩的地方吗?大家一起来跟学姐看看吧! 相似文献
3.
在美国,说起Ivy LeagueUniversity,就像中国人说起中国北大、清华、复旦一样。IvyLeague University常春藤联谊会大学指8所美国东北部历史悠久的名牌大学: 相似文献
4.
University的起源
University源于拉丁语universalis，原意为“全体的”，随后演变为“一组人、某一团体”，后者也正是早期大学的含义所在：一群学者住在一起互相教授知识。 相似文献
5.
在美国,说起Ivy LeagueUniversity,就像中国人说起中国北大、清华、复旦一样。IvyLeague University常春藤联谊会大学指8所美国东北部历史悠久的名牌大学: Harvard University哈佛大学, Yale University耶鲁大学, Princeton University普林斯顿大学, 相似文献
12.
Scientific developing concept of higher education is overall, coordinated and sustained based on facts. The developing planning of a university which is the perspective of an university must be unified, directed and completed scientifically. Take Yanshart University for example, during its 11th Five-Year-Plan period, we hold the opinion that university orientation is a norm of formulating the university developing planning. Meanwhile, scientific developing plan is the prerequisite to implementing scientific developing concept of higher education. 相似文献
14.
thinking of bringing the knowledge of cognitive psychology into human-computer interface design.Firstly,short-comings of the traditional human-computer interface design are pointed out,then how to build a reasonable,effective,friendly human-computer interface used the knowle 相似文献
18.
Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships
for research, there is little empirical research on the relationship between the characteristics of such partnerships and
their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes.
Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management
is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with
improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding
for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the
co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships
for research.
Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State
University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program
evaluation and the evaluation of university–community partnerships.
Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University
of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University.
Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs.
Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers,
facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive,
and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University.
Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and
Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in
Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community
Collaboration in Sustained Community–University Engagement Partnerships”. 相似文献
19.
Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire. Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering. Sample: N = 184 students from one German university voluntarily participated in this study. Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively. Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view. Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article. 相似文献
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