The Role of Experts in the European Union's Research Policy

This research analyzes the role of experts in the European Union's policy‐making process. Focusing on the field of research policy, this study seeks to probe how expert participation in the Open Method of Coordination informs policy decisions. The paper reports on an analysis of the expert group in the European Internationalization Strategy in Science and Technology. Our analysis reveals the dynamics of expert participation at the micro level, as it identifies who these experts are, how they are appointed, and in what ways expert knowledge gets used in policy making.     

成人高校应成为文化创意产业的"孵化器"

文化创意产业是具有强大生命力的新兴产业,甚至被经济界视为知识经济时代的一种强大动力.文化创意产业在我国的兴起,为高职教育和专业培训提出了新的课题,成人高校要更新办学理念,明确学科定位,调整专业设置,成为文化创意产业的孵化器.使学校发展方向与社会需求相一致,从而适应地方经济与文化产业发展的需求.     

产学结合是职业教育的必由之路

正确认识产学结合教育的作用,社会各方面只有把认识升华为具体的、实际的参与或支持行为,产学结合教育才能在全社会获得广泛参与的力量和更大的推动力.职业技术教育开展产学结合教育是职业学校的生命线.     

创建学习型学报组织的思考

学习型组织管理理论应用范围非常之广泛,也可引用于学报编辑出版活动之中。学报组织是一个特殊的编辑出版组织,创建学习型学报组织必将为实现学报编辑的主体意识、为学报编辑追求自我价值、实现学报社会价值的“双赢”结果以及健全完美的学报编辑人格自由,营造让编辑快乐工作的环境,对提升学报社会影响力、竞争力等提供一种全新的理念。未来学报作为期刊参与市场的竞争必然是学报编辑学习力和创新力的竞争。     

如何加强和改进高校党的基层组织建设

加强和改进党的基层组织建设要将坚持贯彻“三个代表”要求落实在行动中 ,抓好制度创新 ,建立党员教育、组织发展、作风建设等管理新机制 ,改进党的执政方式 ,发挥好党支部的战斗堡垒作用     

建构主义学习观与学生的主体性发展——兼论建构主义学习观对教育改革的启示

时代呼唤主体性教育,建构主义学习观主张学习是学生积极建构的过程,对学生的角色以及教师的作用都有崭新的定位,这对于教育改革,尤其是促进学生的主体性发展具有相当的理论与实践价值.     

互动式教学是成人培训的重要方式

培训要想获得好的效果 ,培训形式的选择至关重要。培训的形式很多 ,在选择具体方式的时候不必因循守旧 ,固执地套用已有的既定模式。互动式教学正是改变传统的教学方式 ,结合成年人学习特点的一种重要培训方式     

高校招生网上录取探析

信息技术的高速发展,特别是计算机及网络技术的广泛应用,给现代社会和生活带来了前所未有的变化。普通高校实行计算机网上录取,这是提高高校招生工作质量和水平的重要举措,顺应了科技进步和信息化发展的要求,推动了高等教育的迅速发展。但仍然存在许多问题,招生信息管理系统有待于进一步完善。     

高职CSD交际英语的整体教学

整体语言教学方法旨在培养学生的交流能力。这种方法认为语言必须整体教,整体学。教师必须鼓励学生在合作互动中掌握语言的交际技能。整体语言教学为高职英语教学改革带来了新观念和新方法。     

Two Systems of Youth Service: Determinants of Voluntary and Required Youth Community Service

Although an increasing number of schools mandate service, this requirement is seen by some as self-contradictory, especially in contrast to voluntary service. Looking closely at the service process, we argue that the categories of required and voluntary, do not in themselves convey the nature of service students might do with implications for the benefits they may derive from service. We report data from students in 2 high schools to support our case. Both schools required service, but one integrated it into the curriculum whereas the other left choice of service to individual students. Students in the former school were more apt to do the kinds of service that engage students cognitively and emotionally and involve them in reflection on politics and morals. Apart from fulfilling their requirement, many of the students also did volunteer service of the kinds that were potentially beneficial. These students were likely to have parents and best friends who also did service and to belong to churches and civic organizations that sponsored or encouraged service as part of an ideological commitment. The data support the idea that required and volunteer service can be usefully viewed as operating according to separate regimens. Nevertheless, both have the potential for yielding benefits when service is viewed as providing youth with opportunities to learn about systems of meaning through participatory action. From the viewpoint of educational policy, schools can help students most when they organize service strategically and integrate service into the academic curriculum.