思维素质与概念教学法

思维素质是其他素质基础,应以培养学生实际抽象思维能力为出发点,改变工科基础课中限制思维对象的现状,采用替代应试教学的概念教学法,培养自学能力,追求可操作的思维素质的提高。     

企业家心智模式形成及其对企业发展的影响

心智模式（Mental models）是当前管理学界广泛关注的话题，有关企业家心智模式的讨论不论是在理论或实践领域都颇受关注。文章的主要目的是探讨企业家决策背后，所隐含的假设与信念——也就是企业家心智模式对企业发展的影响，并期望能提供一个新的完善企业家心智模式的途径。     

完善现代农村教育的功能 服务于社会主义新农村建设

教育为经济发展服务,教育与经济发展是相辅相成、相互促进的。在建设社会主义新农村进程中,更应该发挥农村教育功能,为农村经济发展奠定坚实的基础。本文从发挥人才再生产的功能、普及推广科技知识的功能、农民素质全面教育的功能和农村教育全面服务功能等角度来完善现代农村教育,从而加快社会主义新农村建设。     

组织健康研究述评

全球社会经济的急剧变化,使组织面临空前激烈的挑战和压力,长期以来被忽视的组织健康正受到学术界和企业界的关注和重视.文章总结梳理了健康和组织健康的概念、内涵,探讨了国内外对组织健康的量表开发和相关变量研究现状,并指出了组织健康研究对管理实践的意义以及该领域的研究趋势.     

影响高校体育教师心理健康的原因分析与对策研究

采用文献资料法、问卷调查法和数理统计法等,对高校体育教师的心理健康状况进行了调查研究,结果表明高校体育教师存在程度不等的各种心理健康问题,常见的心理问题类型包括躯体化、抑郁、焦虑和恐怖。并存在着性别和年龄的差异。本文还对高校体育教师心理健康的影响因素及对策进行探讨。     

语文课程审美教育本体论的理论变迁

我国语文课程审美教育本体论的理论变迁大致经历了三个阶段:一是延续了两千多年的以儒家思想为核心,以道家思想为补充的诗教课程审美教育;二是近百年来语文审美教育的曲折发展;三是新课改背景下语文审美教育的理论探索。纵观这三个阶段语文审美教育的发展,可以认为,语文课程审美教育本体论探究经历了关注主体生命(文质彬彬的君子,无为而无不为)——成就"理""心"(存天理,灭人欲)——提倡科学理性——重视主体生命的发展历程。     

理工科大学生科技伦理教育及其实现路径研究

科技伦理教育是德育的重要内容。科技伦理教育主要包括马克思主义自然观、科技观教育、科技与伦理关系教育、科技道德规范教育、科学与人文精神融合教育、网络和生态及生命伦理教育。要开设相关课程、加强教师专业培训和制度建设、培育校园文化,逐步提高大学生的科技伦理素养。     

How to take customers into consideration in service innovation projects

At a time of great change within the higher education sector, this paper focuses on the challenges facing marketers in the UK's higher education industry. Specifically, the research identifies the extent to which university marketing managers are conscious of the importance of market segmentation particularly with regard to the growing mature learner segment, and to what extent such marketers are using the web to engage and influence this older segment. The evidence presented in this study suggests that the sample universities display an inadequate state of readiness to respond to the marketing challenges arising in the changing environment and that the opportunity to influence the growing and affluent mature learner market through online communication remains largely unexploited. A general lack of a marketing orientation within the sector prevails.     

How do income and education affect health inequality: evidence from four developing countries

Using household survey data from four countries ? Albania, Nepal, Tajikistan and Tanzania ? this article calculates income-related inequality in health care utilization. We measure health disparity separately for generally and chronically ill individuals by constructing two models: one for the probability of a visit to a physician and another for the number of visits. Following model-based measurements, we decompose inequality into two major parts: one accounted for by identity-related factors and another by socioeconomic and other factors such as education, geography and distance to a clinic. We propose a new method to quantify the effect of changes in income and education on health disparity. One of our important findings suggests that health disparity is pro-rich in all our sample countries. The pro-rich disparity is prevalent among generally ill as well as chronically ill patients, in both visit probability and visit frequency models. Health inequality seems primarily driven by income differences followed by nonidentity factors. Further, the principle of equal treatment for equal need is not fulfilled in any of our countries. Among policy implications, increasing average income and education in a way that also reduces disparity in income and education, respectively, will substantially shrink inequality in health care utilization.     

Internationalizing the Assessment Criteria to Build Cross-Cultural Competency

ABSTRACT

International business programs, universities with international students, and educators who seek to internationalize their teaching need to make informed decisions about teaching, testing, and assessment criteria. The infusion of American business curricula throughout the world as well as the need to train American business students for leadership roles in global contexts calls for teaching and assessment practices which explore a plurality of cognitive, affective and behavioral pedagogical strategies. This article considers traditional education and assessment in China in light of American educational practices currently used for assessment in business training. It explores how an understanding of modern Confucianist values can shape assessment choices in both American and overseas programs as an example of developing cross-cultural awareness. The authors call for an assessment process in business education which draws from a plurality of methods adapted to teaching, learning and testing for global awareness.