The research and practice of college-enterprise cooperation teaching pattern in computer specialty

2014 ◽  
Author(s):  
Junling Liu
Keyword(s):  
Research And Practice ◽  
Teaching Pattern

The Research and Practice of Network Teaching Pattern

2014 ◽  
Vol 989-994 ◽  
pp. 5290-5293
Author(s):  
Ling Ling Zhao ◽  
Qiao Yun Sun ◽  
Xiao Xiao Liu ◽  
Qing Hua Gao
Keyword(s):  
Teaching Quality ◽  
Traditional Education ◽  
Network Teaching ◽  
Research And Practice ◽  
Huge Impact ◽  
Teaching Pattern ◽  
New Education

The network teaching creates new education and teaching idea and brings huge impact and challenges to the traditional education pattern. This paper studies the webpage making courses under the network teaching pattern, proposes modular and phase teaching idea, inspires learning interests of students, exercises innovative ideas of students and improves teaching quality with student as the guide.

Not at Imminent Risk

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 459-463
Author(s):  
Kate Monaghan ◽  
Martin Harris
Keyword(s):  
Early Intervention ◽  
Suicidal Ideation ◽  
Intervention Strategies ◽  
Group Method ◽  
Narrative Approach ◽  
Complex Issue ◽  
Research And Practice ◽  
Client Group ◽  
Types Of Information ◽  
Imminent Risk

Abstract. Background: Suicide is a pervasive and complex issue that can challenge counselors through the course of their careers. Research and practice focus heavily on crisis management and imminent risk rather than early intervention strategies. Early intervention strategies can assist counselors working with clients who have suicidal ideation, but are not at imminent risk, or with clients whose risk factors identify them as having a stronger trajectory for suicidal ideation. Aims: This systematic literature review examines the current literature on working with clients with suicidal ideation who are not at imminent risk, to ascertain the types of information and strategies available to counselors working with this client group. Method: An initial 622 articles were identified for analysis and from these 24 were included in the final review, which was synthesized using a narrative approach. Results: Results indicate that research into early intervention strategies is extremely limited. Conclusion: It was possible to describe emergent themes and practice guidelines to assist counselors working with clients with suicidal ideation but not at imminent risk.

Determinants of Interrater Reliability of Job Analysis: A Meta-analysis

2002 ◽  
Vol 18 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Olga F. Voskuijl ◽  
Tjarda van Sliedregt
Keyword(s):  
Data Collection ◽  
Interrater Reliability ◽  
Meta Analysis ◽  
Job Analysis ◽  
Job Descriptions ◽  
Job Description ◽  
Research And Practice ◽  
Descriptive Information ◽  
Interrater Reliability Coefficients ◽  
Reliability Coefficients

Summary: This paper presents a meta-analysis of published job analysis interrater reliability data in order to predict the expected levels of interrater reliability within specific combinations of moderators, such as rater source, experience of the rater, and type of job descriptive information. The overall mean interrater reliability of 91 reliability coefficients reported in the literature was .59. The results of experienced professionals (job analysts) showed the highest reliability coefficients (.76). The method of data collection (job contact versus job description) only affected the results of experienced job analysts. For this group higher interrater reliability coefficients were obtained for analyses based on job contact (.87) than for those based on job descriptions (.71). For other rater categories (e.g., students, organization members) neither the method of data collection nor training had a significant effect on the interrater reliability. Analyses based on scales with defined levels resulted in significantly higher interrater reliability coefficients than analyses based on scales with undefined levels. Behavior and job worth dimensions were rated more reliable (.62 and .60, respectively) than attributes and tasks (.49 and .29, respectively). Furthermore, the results indicated that if nonprofessional raters are used (e.g., incumbents or students), at least two to four raters are required to obtain a reliability coefficient of .80. These findings have implications for research and practice.

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