落实科学发展观,提高人才培养效益     

哈萨  周秀清 《山西广播电视大学学报》2008,13(5):6-7

落实科学发展观,推动经济、社会的协调发展,人才是一个基础性、全局性和决定性的问题.要加大对教育的投入,把有限的资源用在刀刃上,实行多种教育形式互补,降低教育成本,提高人才培养效益.  相似文献   

论"后评估时期"加强电大系统建设的战略意义     

哈萨 《河北广播电视大学学报》2007,12(4):74-77

随着教育部对"中央广播电视大学人才培养模式改革和开放教育试点"项目总结性评估的结束,电大教育进入了新的发展阶段.在"后评估时期",电大系统建设是一个战略课题.剖析电大系统建设的现状与存在的问题,采取切实有效措施,充分发挥系统功能和独特优势,使其在构建终身教育体系和学习型社会中发挥更好的作用.  相似文献   

Ask Dr. Discovery: the impact of a casual mobile game on visitor engagement with science museum content     

Nelson  Brian C.  Bowman  Catherine D. D.  Bowman  Judd D.  Pérez Cortés  Luis E.  Adkins  Adrianna  Escalante  Edgar  Owen  Brooke L.  Ha  Jesse  Su  Man 《Educational technology research and development : ETR & D》2020,68(1):345-362

Educational technology research and development - This study examines the impact of a mobile game app on science museum visitors’ level of engagement with exhibit content, compared to a non...  相似文献   

Aufbereitung medizinischer Bilddaten     

D. Zerfowski  H. Grabowski  R. Krempien  S. Ha?feld und M. Walz 《Informatik - Forschung und Entwicklung》1999,14(1):2-8

Zusammenfassung.   Medizinische Bilddaten durchlaufen von der Datenakquisition bis zur Diagnose beziehungsweise Operationsplanung die verschiedensten Verarbeitungsschritte. Die frühzeitige Kompensation auftretender St?rungen in dieser Verarbeitungskette bietet den anschlie?end angewandten Algorithmen deutlich verbessertes Datenmaterial. In diesem Zusammenhang werden Verfahren zur Kompensation von Bewegungs- und Metallartefakten in tomographischen Aufnahmen vorgestellt, sowie neue Methoden der modellbasierten Registrierung von Datens?tzen unterschiedlicher Modalit?ten pr?sentiert. Eingegangen am 11. Juli 1998 / Angenommen am 2. November 1998  相似文献   

Quasi-Experimental Evidence of a School Equalization Reform on Housing Prices in Beijing     

Wei Ha  Renzhe Yu 《Chinese Education & Society》2019,52(3-4):162-185

Abstract

This study examines the effect of a reasonably exogenous school equalization reform in Beijing on housing values. Based on sales records of secondhand housing between 2012 and 2016 in four core urban districts in Beijing straddling the reform, the authors find that reform-induced improvement in school quality is on average associated with a 1.7% increase in housing prices. It takes more than one year for the effect to become noticeable and it intensifies to a 12% increase 24 months after the reform. Furthermore, heterogeneity effects analyses show that the effects tend to concentrate on housing units that are smaller and that are associated with stronger and lasting improvement in school quality. Our results, therefore, cast doubts on whether such school equalization reforms are beneficial to low socioeconomic status, cash-strapped families with improved educational opportunities in the Chinese context.  相似文献   

Conflict from teamwork in project‐based collaborative learning     

Lim Ha Chan  Ching‐Huei Chen 《Performance Improvement》2010,49(2):23-28

This study investigated the conflict occurring during teamwork among college seniors in project‐based collaborative learning in a capstone course. It found that conflict emerged with poor communication, task management, and work allocation; unequal treatments among classmates; egocentricity; a clash of values; and lack of responsibility and initiative. To prepare graduating students for the workforce, teachers should equip them with essential skills and foster students' appropriate work attitude to improve performance.  相似文献   

金融危机下继续教育的发展     

哈莎 《继续教育研究》2010,(3):7-9

一年多以前,发端于美国的次贷危机引发了自上世纪30年代大萧条以来最严重的全球金融危机,在全球经济一体化的今天,我国注定无法独善其身。但是,笔者认为金融危机与继续教育之间存在负关联性,金融危机着实给继续教育的发展带来了契机。本文用理论和实证法证明该观点并分析成因,进而提出我国继续教育的现状不能适应经济发展的需求,以及如何以金融危机为契机大力发展继续教育事业的方向。,  相似文献   

Prospective tourists’ risk perceptions and intentions to travel to a mega-sporting event host country with apparent risk     

Kyu Ha Choi  Minhong Kim  Becca Leopkey 《Journal of Sport Tourism》2019,23(2-3):97-114

ABSTRACT

While the global appeal of the Olympic Games has attracted a massive amount of attention, this increased focus has resulted in heightened risk occurring around the event. Prospective tourists’ growing anxiety related to terrorism and political instability regarding a travel destination could have serious implications on tourism. This article aims to examine the relationship between tourists’ risk perceptions and their intention to travel to an Olympic host country with apparent risks of terrorism and political instability during and around the event period using the case of the 2018 PyeongChang Olympic Games. Terrorism risk was found to have a negative impact on travel intention while political instability did not. The results suggest that potential terrorism risk is a vulnerable point for the host country, and host organisations’ collaborative risk management strategies for minimising potential threats and generating a safe destination image are necessary to attract a higher number of visitors around and during the Olympics. This study contributes to the sport and event tourism literatures by focusing on a specific case. As a result, the findings enable the authors to highlight the impact of terrorism and political instability on travel intentions of prospective tourists to a host country with apparent risks. More specifically, this research discusses the reason(s) for the impact of terrorism and political instability risks on the travel intentions, and calls upon the efforts of future Olympics and mega-sporting event host countries to mitigate the loss of international visitors and to boost global tourism during and after the event.  相似文献   

Item feature effects in evolution assessment   总被引：1，自引：1，他引：0  

Ross H. Nehm  Minsu Ha 《科学教学研究杂志》2011,48(3):237-256

Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within particular evolutionary reasoning contexts, and the implications of these patterns for instruction, assessment, and models of cognition. We test four hypotheses regarding item feature effects on undergraduate biology majors' evolutionary reasoning using a sample of 1,200 open response explanations of evolutionary change across items differing in context and scale but standardized by taxon and trait. Evolutionary explanations were atomized into a series of scientific and naïve biological elements and tallied among prompts and their features. We documented clear, significant, and predictable item feature effects on evolutionary explanations. Tasks involving evolutionary trait loss elicited a significantly greater number of naïve biological elements than evolutionary trait gain tasks in all contexts, including: within species comparisons, between species comparisons, animal prompts, and plant prompts. Tasks involving between species evolutionary comparisons, regardless of gain or loss, animal or plant, always produced significantly more naïve biological explanatory elements than within species comparisons. For items prompting explanation of trait gain, the use of the core concepts of natural selection were not influenced by the hierarchical level of the task (within or between species). Explanations of trait gain were also the least sensitive to scale and context. Core concepts of natural selection were always deployed less frequently in cases of evolutionary trait loss (within and between species, in animals and plants). We discuss a series of implications of these findings for curriculum, instruction, and assessment. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 237–256, 2011  相似文献   

Prospective early childhood educators’ meta-cognitive knowledge and teacher self-efficacy: exploring domain-specific associations     

Yeon Ha Kim 《教育心理学》2011,31(6):707-721

The present study explored South Korean prospective early childhood educators’ situation-specific meta-cognitive knowledge about five problem-solving strategies, investigating whether situated strategic knowledge contributed to teacher self-efficacy domains. Overall, pre-service teachers with higher meta-cognitive knowledge were found to have higher teacher self-efficacy, but the strength of correlations differed according to types of strategies (free production, analogy, step-by-step analysis, visualisation and combining) and situations (interpersonal, practical, study). Through multiple regressions, meta-cognitive knowledge of the strategy-free production in practical situations emerged as the most powerful contributor to all teacher self-efficacy domains. With meta-cognitive knowledge of free production in practical situations as a domain-general predictor, each teacher self-efficacy domain was also found to involve a unique set of meta-cognitive features as contributors. The facets of the predictors imply that combinations of relevant strategic knowledge contribute to confidence in specific teaching domains.  相似文献