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论孔子管理思想对成人教育管理的启示 总被引：4，自引：0，他引：4
受孔子管理思想的启发，结合成人教育实际，从成人教育管理的最终服务对象视角入手，提出“治”、“和”、“仁”、“类”、“艺”的成人教育管理思想。 相似文献
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抓好高师生听知能力训练，首先，要明确训练的意义：听是人类社会重要的言语活动；听力是一种基本的学习能力；听力是教师重要的教育、教学能力。其次，要遵循训练的原则和要求并掌握训练的内容和方法：从总体上遵循循序渐进的原则；采用以听为主，听说结合，兼顾读写的综合训练方法；培养学生具有良好的听话习惯；呈系统径的训练。教师要指导学生注意听；理解听；记忆听；辨析听；想象听；快速听；观察听；听语感。再次，要注重实施训练的效果。 相似文献
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Jonathan M. D. Staynor Joanna C. Nicholas Gillian Weir Jacqueline A. Alderson 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):501-513
This study aims to determine if biomechanically informed injury prevention training can reduce associated factors of anterior cruciate ligament injury risk among a general female athletic population. Female community-level team sport athletes, split into intervention (<i>n</i> = 8) and comparison groups (<i>n</i> = 10), completed a sidestepping movement assessment prior to and following a 9-week training period, in which kinetic, kinematic and neuromuscular data were collected. The intervention group completed a biomechanically informed training protocol, consisting of plyometric, resistance and balance exercises, adjunct to normal training, for 15–20 min twice a week. Following the 9-week intervention, total activation of the muscles crossing the knee (<i>n</i> = 7) decreased for both the training (? ?15.02%, <i>d</i> = 0.45) and comparison (? ?9.68%, <i>d</i> = 0.47) groups. This decrease was accompanied by elevated peak knee valgus (? +27.78%, <i>d</i> = ?0.36) and internal rotation moments (? +37.50%, <i>d</i> = ?0.56) in the comparison group, suggesting that female community athletes are at an increased risk of injury after a season of play. Peak knee valgus and internal rotation knee moments among athletes who participated in training intervention did not change over the intervention period. Results suggest participation in a biomechanically informed training intervention may mitigate the apparent deleterious effects of community-level sport participation. 相似文献
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This paper offers a critical rhetorical analysis of the counterterrorist arguments that were presented by 9/11 families and their representatives when they sued Saudi Arabians for their role in the 11 September 2001 terrorist attacks. By drawing from Foucault’s concept of governmentality, and by extending the work of critical security studies scholars who critique populist support for the Global War on Terrorism, the authors argue that supporters of the eventual passage of a bill known as the Justice Against Sponsors of Terrorism Act were able to interrogate official notions of <sovereign immunity>. By taking advantage of their social capital, their victimage status that was based on their traumatic experiences, and their moral authority, empowered 9/11 family members allowed the National September 11 Memorial and Memorial Museum to function as a governmentality that helped produce contested public memories and particular types of subjectivities. Visitors and defenders of this hallowed site were invited to become freedom fighters who vigilantly engaged in counterterrorist practices by questioning more official historiographies and public memories of 9/11 as they sued Saudi conspirators. 相似文献
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Vitaly Brazhkin Honey Zimmerman 《Decision Sciences Journal of Innovative Education》2019,17(4):363-386
Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments. 相似文献
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Moses Oketch 《Compare》2019,49(1):1-15
To what extent, if at all, did the introduction of free primary education in Kenya in 2003 have positive equity effects, in terms of both access and achievement. Access is based on the number of candidates sitting the Kenya Certificate of Primary Education (KCPE) examination and the KCPE score is used to measure achievement levels. The study uses data that reflects Kenya’s 47 devolved governance counties. A quantitative measure of poverty in all 47 counties was then entered as an independent variable of regression analysis, and a negative association with KCPE performance noted (high poverty levels associated with low KCPE scores). Also noted was a contrast between counties showing high enrolment impact and improved KCPE scores, and those showing high enrolment impact and lower KCPE scores. Counties in the former group are located almost entirely in arid and semi-arid areas, those in the latter group in the coastal region. 相似文献
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Alexandra Massey 《Emotional and Behavioural Difficulties》2013,18(2):121-133
The impact of project‐based learning has been shown to be effective in increasing pupil motivation, improving problem‐solving skills and thinking skills in studies by Barrows and Williams. ‘Project Hour’ was set up in order to conduct a longitudinal study over the course of one academic year, to observe and record progress and development in independent and imaginative learning in a sample of primary school‐aged children with social, emotional and behavioural difficulties. This group was highlighted as having poor development and experience of language and school that has detracted from this aspect of their learning. ‘Project Hour’ allowed the children to have freedom in their creativity regarding a four‐week project chosen individually. The role of the adult was to support the child with materials required and assist the child as the child requested. Over the period of an academic year, the children progressed in their own thinking skills, problem‐solving skills, and creative and organisational skills. The children's behavioural problems in the learning situation reduced and children were keen to participate and to be included in the Project Hour groups. 相似文献
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Christopher S. Dieckman 《Cataloging & classification quarterly》2013,51(5-6):487-506
<b>Abstract</b></p>Recent developments have altered the work performed in library technical services. As with similar positions, responsibilities for serials/continuing resources catalogers have experienced changes. This study examined qualifications sought by employers between the period from January 1, 2002 to May 21, 2017. Through content analysis of job advertisements, with emphasis on professional-level cataloging of serials/continuing resources, this study found a demand for a diverse mix of both traditional and emerging skills. The results were analyzed for insights into the field of serials/continuing resources cataloging 相似文献
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Keith E. Miller Craig Hill Antoinette R. Miller 《Decision Sciences Journal of Innovative Education》2019,17(4):302-323
The article describes a multi‐phase, in‐class simulation that employs problem‐based learning to teach operations and process‐improvement concepts as part of an undergraduate or graduate business course. The simulation is derived from a corporate Lean Six Sigma training activity and has been modified to introduce, demonstrate, and apply a wide range of business concepts relevant to operations and supply chain management, including the use of operational and financial performance measures in decision making. The activity is scalable for small‐ to medium‐size classes with multiple student groups and may be deployed as a stand‐alone, in‐class exercise spread over several class meetings or incorporated into a larger, semester‐long process‐improvement project for multiple student groups. The simulation emphasizes problem‐solving, teamwork, and intra‐firm cooperation in addition to 20–30 other business concepts, tools, and measures that may be incorporated. 相似文献