对高职院校校企合作人才培养模式的几点思考     

刘妮娜 《四川职业技术学院学报》2012,22(2):142-145

企业关注、支持和积极参与职业教育,是校企合作人才培养模式顺利实施的基本条件。否则,合作教育将失去生存与发展的土壤。然而,充分调动企业参与职业教育的积极性,必须遵循"互利互惠"原则。根据不同时期校企双方的不同需求,不断更新"互利互惠"的具体内容,是切实贯彻"互利互惠"原则的根本要求。本文在分析我国高职院校校企合作的现状及存在问题的基础上,对建立健全校企合作人才培养模式进行了对策探讨。  相似文献   

Humanistic knowledge management perspective： The case of Croatia     

Nina Poloski Vokie Maja Vidovie 《美中教育评论》2010,7(9):77-85,96

The paper promotes people-focused, in other words, HKM （humanistic knowledge management） perspective. In the theoretical part of this paper, HKM perspective is being elaborated. In the empirical part of this paper, the status of KM （knowledge management） holders as KM factor is assessed. Precisely, the quality of 5 areas （KM infrastructure, KM holders, organizational culture, IT （information technology） and measuring KM） which are important for KM success was evaluated in order to position people factor in Croatia. Therefore, Croatian organizations and Croatian employees were asked about their KM practice and their perceptions of its quality.  相似文献   

“听乐省风”：先秦音乐的文化存在形式     

李妮娜 《内蒙古师范大学学报(哲学社会科学版)》2010,39(2):134-136

先秦音乐存在的文化形态除了审美娱乐功能之外,最主要的功能是实用功能。音乐的实用功能通过“听乐省风”表现出来。运用于先秦社会生活中的各个领域。在经济领域表现为“听乐省风”以指导农业生产;在军事领域表现为“听乐省风”而知战事吉凶;在政治领域表现为“听乐省风”以知民议政。“听乐省风”在各领域的具体实践是先秦音乐特有的文化存在形式。  相似文献   

Writing home/decolonizing text(s)     

Nina Asher 《Discourse: Studies in the Cultural Politics of Education》2009,30(1):1-13

The article draws on postcolonial and feminist theories, combined with critical reflection and autobiography, and argues for generating decolonizing texts as one way to write and reclaim home in a postcolonial world. Colonizers leave home to seek power and control elsewhere, and the colonized suffer loss of home as they know it. This dislocation from home is analyzed in terms of the material (outer), educational, and psychic (inner) reaches of colonization. Furthermore, under colonization, the self is split, alienated from itself, ‘home’ becomes rife with contradictions, and text(s) and education are shaped by Eurocentrism and ‘us–them’ binaries. Finally, implications for decolonization – including engaging and generating decolonizing text(s) – are discussed.  相似文献   

Thinking in/through movements; Working with/in affect within the context of Norwegian early years education and practice     

Nina Rossholt 《Educational Philosophy and Theory》2018,50(1):28-38

This paper draws on data undertaken with very young children within the context of Norwegian kindergartens. Specifically, the paper focuses on non-human and human movements. Mine included, that are undertaken in time and space. Following I argue that as the researcher I am always already entangled in inquiry and that there is no beginning. As a consequence, I cannot offer an account concerning movements that are predicated on humanist notions of linearity. Moreover, by immersing myself in process ontology, my efforts are not directed at using a presumed mastery where I both recognize and use a priori categories in order to render data intelligible and/or to reduce data to common sense. Rather, by paying careful attention to human and non-human bodies, and by being sensitive to and immersing myself within affect and movement, I draw attention to elements within the kindergarten which while, present are very often ignored by researchers and in so doing I disrupt traditional approaches to qualitative research. By effectively positioning myself in a post-human logic both the researcher and the research are open to different potentialities, potentialities where through thinking-feeling the peculiarities and differences of the empirical can be taken into account.  相似文献   

Asking queer(er) questions: epistemological and methodological implications for qualitative inquirers     

Michael P. O’Malley  Nina Asher  Brandon L. Beck  Colleen A. Capper  Catherine A. Lugg  Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594

This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer.  相似文献   

Customer perceived value in the software business     

Nina Helander  Pauliina Ulkuniemi 《The Journal of High Technology Management Research》2012,23(1):26-35

This paper addresses customer perceived value in the context of high-technology industry, specifically in the software business. Customer perception of value is a complex phenomenon not only theoretically, but even more so in practice. We have chosen to examine this phenomenon in the specific context of the software business, as we believe that software as an object of exchange encourages fresh viewpoints owing to its abstract nature. Our study is exploratory in nature, with an empirical insight gained through two qualitative case studies from the software business. The conclusion presents elements of customer perceived value within both software project and product businesses. Based on the findings, we suggest a framework for examining the way business logic influences the customer's value perception, especially in terms of the complexity of the perception of both benefits and sacrifices.  相似文献   

Die Messung von Global Competence im Rahmen von PISA 2018     

Christine Sälzer  Nina Roczen 《Zeitschrift für Erziehungswissenschaft》2018,21(2):299-316

This work deals with Global Competence as a suggested cross-curricular domain for the PISA study of 2018. Measuring Global Competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have not been sufficiently targeted up to now, Germany, among several other countries, decided not to assess Global Competence in the upcoming PISA assessment. Conclusively, propositions are made regarding viable options to capture Global Competence in international comparative studies so that established quality standards can be met.  相似文献   

Data Management Support for Faculty Facing New Funding Mandates: The Case of the U. S. Department of Agriculture's National Institute of Food and Agriculture     

Nina Exner 《New Review of Academic Librarianship》2018,24(1):90-104

Data management is a way for liaison librarians to support faculty research. American liaison librarians face new demands in data management due to expanding public access guidelines. This article gives advice for librarians new to data management, with the specific case of agriculture. For librarians supporting agriculture, the United States Department of Agriculture National Institute of Food and Agriculture [USDA NIFA] data management plan [DMP] requirements are a challenge and an opportunity. Agricultural libraries can learn to support faculty in how to write a plan that addresses the NIFA DMP sections of expected data type, data format, data storage and preservation, data sharing and public access, roles and responsibilities, and monitoring and reporting. Particular challenges that arise for DMPs in agrisciences include the diversity of subjects, multiple metadata and taxonomic systems, and the heterogeneity of research and data. To deal with this, data consultations are particularly critical.  相似文献   

Explaining the Significance of Participationist Approaches for Understanding Students' Knowledge Acquisition     

Nina Bonderup Dohn 《教育心理学家》2016,51(2):188-209

This article aims to appraise insights from participationist approaches to learning for understanding students' knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the content domain and positioning, recognition, and identity negotiation; (b) dynamicity of situativity; (c) relation of moment-to-moment situativity to long-term interaction patterns; (d) awareness of positioning, recognition, and identity. This allows an appraisal in the article's second part of a claim inherent to participationist views: It is necessary to adopt a system's view on learning opportunities presented to students in class because of the way positioning, recognition, and identity negotiation influence students' engagement with curricular content. A fifth issue emerges concerning the nature of this influence. Theoretical considerations and empirical evidence combine to support the conclusion that the claim holds some, not all, of the time.  相似文献