Quality assurance in higher education--an international perspective
2021-2022学年学英语报八年级第11期答案及试题
2021-2022学年学英语报⼋年级第11期答案及试题根据短⽂内容，从短⽂后的选项中选出能填⼊空⽩处的最佳选项。
选项中有两项为多余选项。
Each year, thousands of Chinese students are looking for a destination college in the UK. Its world-famous higher education is built on centuries of heritage, but there are some other reasons why you should study in the UK.High-quality education____36____. Degrees and qualifications from UK higher education are set by some of the older universities like Oxford and Cambridge, but the tradition carries through to many universities throughout the UK. In the latest 2020 US News Best Global Universities Rankings, two out of the top 10 universities are from the UK.Besides, UK universities are inspected regularly by the Quality Assurance Agency for Higher Education to ensure that the universities support the high standards of teaching, learning and research.Unique life experience___37___. From cosmopolitan cities(国际⼤都市)like London, Cardiff, Belfast and Glasgow, to historic countries like Warwickshire and Yorkshire, the UK is a place of contrasts and culture, where ancient buildings sit alongside contemporary architecture. ___38___. You can take a close look at its world-famous collections, including the Rosetta Stone from ancient Egypt and the Portland Vase from ancient Rome.___39___Undergraduate(本科⽣)courses in the UK tend to be shorter than in other countries, which helps to keep the costs of tuition fees and living expenses down. Most undergraduate courses take three years to complete.On top of that, there is a lot of “free money” (scholarships and grants) available from British universities or certain institutions(协会)that are just for international students. According to Studying-in-UK. Org, which is an information and news publishing website about UK higher education, over 20,000 international students also get other financial ad from the UK government. ___40___.。
学好英语对生活的影响英语作文
学好英语对生活的影响英语作文Learning a new language can be a challenging yet rewarding experience. Among the many languages available, English has become one of the most widely spoken and influential languages worldwide. The impact of learning English on one's life is multifaceted and profound. From personal growth to professional advancement, the benefits of mastering the English language are far-reaching and substantial.One of the primary advantages of learning English is the ability to communicate effectively on a global scale. English has become the lingua franca of international business, diplomacy, and academia. By acquiring proficiency in English, individuals gain access to a vast network of opportunities, both personally and professionally. They can engage in cross-cultural exchanges, participate in international conferences, and collaborate with colleagues from diverse backgrounds. This enhanced communication skill not only fosters personal growth but also opens doors to new experiences and perspectives.Moreover, learning English can significantly impact one's educational and career prospects. In today's globalized world, English has become the dominant language in many academic and professional fields. Students who are fluent in English have a distinct advantage when it comes to accessing higher education opportunities, as many universities worldwide offer courses and programs in English. This linguistic proficiency allows them to excel in their studies, participate in exchange programs, and even pursue advanced degrees in prestigious institutions abroad.Similarly, in the job market, employers often prioritize candidates with strong English language skills. Proficiency in English is frequently a prerequisite for many high-paying and prestigious positions, particularly in multinational corporations, international organizations, and industries with a global reach. By mastering English, individuals can increase their employability, access a wider range of job opportunities, and potentially secure higher-level positions with better career prospects and earning potential.Beyond the professional realm, learning English can also enrich one's personal life in numerous ways. The ability to communicate in English opens up a wealth of cultural and intellectual resources. Individuals can engage with a vast array of literature, films, music, and media content, expanding their horizons and gaining a deeper understanding of diverse cultures and perspectives. This exposurecan foster a more cosmopolitan mindset, cultivate empathy, and broaden one's worldview.Furthermore, learning English can enhance one's cognitive abilities and problem-solving skills. The process of acquiring a new language requires the brain to navigate complex grammatical structures, vocabulary, and idiomatic expressions. This mental exercise strengthens cognitive flexibility, memory, and analytical thinking, which can be beneficial in various aspects of life, from academic pursuits to problem-solving in the workplace.Additionally, the act of learning a new language can instill a sense of personal accomplishment and boost self-confidence. Overcoming the challenges inherent in language acquisition can instill a deep sense of pride and satisfaction, empowering individuals to tackle other ambitious goals and further their personal growth. This increased self-assurance can positively impact an individual's social interactions, decision-making, and overall quality of life.It is important to note that the impact of learning English on one's life is not limited to the aforementioned benefits. The ability to communicate in English can also facilitate travel and cultural exchange, enabling individuals to explore new destinations, engage with local communities, and immerse themselves in diverse cultural experiences. This cross-cultural understanding and appreciation canfoster greater tolerance, empathy, and a more nuanced perspective on the world.In conclusion, the impact of learning English on life is multifaceted and profound. From enhanced communication skills and educational/career opportunities to personal growth and cognitive development, mastering the English language can be a transformative experience. As the global language of business, academia, and cross-cultural exchange, English proficiency has become an invaluable asset in the 21st century. By embracing the challenges and rewards of learning English, individuals can unlock a world of possibilities, expand their horizons, and ultimately enhance the quality of their lives.。
初中英语学科育人价值
初中英语学科育人价值The educational value of middle school English as a subject is multifaceted and profound. It not only serves as a gateway to a global language but also plays a pivotal role in the holistic development of students.First and foremost, learning English equips students with a tool for communication that transcends geographical boundaries. In an increasingly interconnected world, the ability to speak English opens up opportunities for cultural exchange, international collaboration, and access to a wealth of information that is predominantly in English.Moreover, English education in middle school lays the foundation for critical thinking and problem-solving skills. Through the study of grammar, vocabulary, and sentence structure, students learn to analyze and construct arguments logically. This process enhances their cognitive abilities and prepares them for more complex academic challenges in higher education.Additionally, English as a subject fosters a global perspective. Exposure to literature, idiomatic expressions, and cultural references from English-speaking countries broadens students' horizons and encourages them to appreciate diversity. It also instills a sense of empathy and understanding towards different cultures, which is essential in today's multicultural societies.Furthermore, the study of English can boost students' confidence and self-esteem. Mastering a foreign language is an achievement that can be a source of pride and self-assurance. It can also lead to a greater sense of accomplishment and motivation to pursue further learning and personal growth.Lastly, English education in middle school is instrumental in developing life-long learning habits. The discipline required to learn a new language, including regular practice, consistent reading, and continuous improvement, is transferable to other areas of life. It teaches students the importance of perseverance and the value of setting and achieving goals.In conclusion, the study of English in middle school is not just about language acquisition; it is about nurturing a well-rounded individual capable of contributing meaningfully to the global community. It is an investment in the future, preparing students for the challenges and opportunities of the 21st century.。
文献资料
Procedia Social and Behavioral Sciences 1 (2009) 2557–2561Available online at * Corresponding author. Tel.:+90.232.441 62 51; fax:+90.232.441 62 51.E-mail address : rukenesrademirdogen@World Conference on Educational Sciences 2009Achievements, outcomes and proposal for global accreditation ofengineering education in developing countriesJaved A. MEMON a , R. Esra DEM øRDÖöEN b*, B. S. Chowdhry caIT Division, Higher Education Commission Sector H9 Islamabad-Pakistanb HEC Visiting Foreign Professor, Quaid-i-Azam University Islamabad Pakistanc Director, ICT MUET Jamshoro and Member Engineering Accreditation and Qualification Equivalence Committee Pakistan Engineering Council Pakistan Received October 23, 2008; revised December 13, 2008; accepted January 3, 2009 AbstractEngineering profession proposed a road map by directly putting the impact on economic growth through various means such as technology, learning, access and quality. It is envisaged that to maintain quality human resource in professional engineering, accreditation and assessment of engineering education requires focusing. This would foster engineering education for socio-economic development at all levels. Accreditation and assessment at regional/national level is based on monitoring of educational programs like curriculum, teaching and learning, equipment/laboratory facilities, student performance, etc., rather than outcomes-based assessments. Moreover, assessment is also vital to identify and realize achievements and goals through the engineering profession and to attain student learning outcomes in accordance with both institutional and professional criteria. One of the major concerns for assessment and accreditation of engineering profession is that in the developing countries (i.e., Pakistan) the accredited bodies constituted at the regional/national level are striving hard to set out uniform, transparent and precise accreditation models. However, in order to gain global acceptance, there is a great need to explore possibility of mutual recognition and global mobility of engineers. In this study, accredited bodies for engineering profession, how engineering programs intervening help to improve quality of education as well as outcomes in the economic development are assessed in an environment of continuous development. A uniform model for global recognition of this profession is proposed. The current auditing of the engineering programs in Pakistan and in Turkey are analyzed and the trends are presented in a comparative assessment study vis a vis their global status. This paper presents an insight for policy makers in higher education sector to redesign, upgrade and modify the existing initiatives in developing nations through the case study made for Pakistan and Turkey. © 2009 Elsevier Ltd. All rights reservedKeywords: Engineering programs; education; accrediation; assessment; engineering profession.1877-0428/$–see front matter © 2009 Elsevier Ltd. All rights reserved.doi:10.1016/j.sbspro.2009.01.4512558Javed Ali MEMON et al. / Procedia Social and Behavioral Sciences 1 (2009) 2557–25611. BackgroundAccreditation of undergraduate and advanced engineering education programs is an important aspect of ensuring quality of education according to the national and international criteria and benchmarks. Accreditation involves an evaluation and assessment of undergraduate and postgraduate programs offered by universities and other educational providers, through a well-defined, peer review process in which endorsements based on broadly designated parameters and criteria are rendered. An accredited engineering program is judged as providing satisfactory preparation of graduates, to initially enter the profession as registered engineers and then develop their skills subsequently to the level of professional engineers. The accreditation process is designed to publicly assure the competence of graduates, independent of the certification and credentials provided by the institutions of engineering education. The accreditation parameters and detailed criteria discussed in this paper are a critical component of certification to government, prospective employers and industry about the professional knowledge and skills of the engineering graduates (PEC, 2007).D ue to the rising trends of globalization in quality education, there is requirement to boost uniform quality assurance processes at different levels such as universities, professional bodies, regional and international levels. Accreditation process is to recognize and acknowledge the value-addition in transforming students admitted to the program into capable technical professionals, having sound knowledge of fundamentals and an acceptable level of professional skills and personal competence for ready employability in responsible technical assignments.The need and demand of technical and engineering education programs in Pakistan has considerably increased in last decades. Whereas such economic and industrialization growth in Asian countries like China, India, Singapore etc. is faster then else where in the world, However the implementation of quality assurance mechanism in engineering education is much slower in these countries. Moreover the policies are underway for the improving overall quality of education. In faster mobilization era engineering education requires global recognition for the survival of engineering profession. This can only be achieved by pursuing global accreditation models. In the paper many existing global accreditation models with their key strengths and weaknesses are reviewed, as well as requirements and suggestions for Pakistan Engineering Councils have been outlined to become the member of international accreditation bodies.Accreditation bodies of Engineering EducationAt this stage there is no evidence of the establishment and successful operation of an active and uniform international accreditation agency in engineering education (A Patil, G. Godner, 2007). However an important global consortium for an accreditation of engineering education is Washington Accord initiated with representatives of six engineering accreditation agencies in 1989. The main objective of Washington Accord is to recognize the substantial equivalence and accreditation system of various organization and engineering education programs in the signatory countries (Washington Accord, 2007). The others global consortiums like D ublin Accord 2002, Sydney Accord 2001 and European Accredited Engineer Project 2005 for global engineering accreditation agencies are also available. However the outcome based models for the measurement of student performance and engineering programs rather than institutions are still underdevelopment phase. Some of the major engineering accreditation models are discussed below.United StatesThe Accreditation Board for Engineering and Technology (ABET) was established in 1932 for the promotion of the Engineering Education. The main strength of the ABET is to focuses on the programs accreditation criteria rather than institutional accreditation. ABET approved a competency model of knowledge, skills and attitudes required by the members of the accreditation panel (ABET, 2006). Measuring the student performance ABET has tested a new standard called Engineering Criteria (EC) 2000 (1 6RXQGDUDMDQ, 2000), the criteria focuses on students outcomes and performances rather than only obtaining grades (L. Schachterle, 1999). The criterion 03 of the EC 2000 program outcomes and assessment relates to student acquire knowledge during his study period. The outcome of the criterion is as below:(a) an ability to apply knowledge of mathematics, science and engineering;(b) an ability to design and conduct experiments, as well as to analyze and interpret data;(c) an ability to design a system, component, or process to meet desired needs;(d)an ability to function on multi-disciplinary teams;Javed Ali MEMON et al. / Procedia Social and Behavioral Sciences 1 (2009) 2557–2561 2559(e) an ability to identify, formulate and solve engineering problems;(I) an understanding of professional and ethical responsibility;(g) an ability to communicate effectively;(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context;(i) a recognition of the need for, and an ability to engage, in life long learning;(j) a knowledge of contemporary issues;(k) an ability to use the techniques, skills and modem engineering tools necessary for engineering practice. (L. Schachterle, 1999)Moreover as per follow up reports of ABET the major concern has been the assessment methodologies for assessing professional skills which required more emphasis and consistency.EuropeOne of the important initiative taken in 1951 through the establishment of European Federation of National Engineering (FEANI) for the uniform accreditation process in Europe. Besides this many national accreditation systems are also available in Europe. The one of the uniform approach have been initiated such as EURopen ACrediated Engineer project (EUR-ACE) which facilitate free mobility of engineers within Europe. However many countries within Europe follow their own criteria and assessment methodologies which result confusion and difficulties.AsiaD espite of very faster growing economic and industrialization zone, the uniform accreditation systems for substantial Engineering Education in the Asia is lacking behind and it is without mutual collaboration. The countries like India, China, Indonesia, Vietnam are in development phase of new systems. Overall polices of accreditation in this region are with a lot of variations. Moreover Japan Accreditation Board of Engineering Education (JABEE) and Institute of Engineers Singapore have recently joined the signatory of Washington Accord, whereas Accreditation Board of Engineering Education of Korea (ABEEK), the Engineering Accreditation Council of Malaysia (EAC) and Institute of Engineering Education Taiwan (IEET) joined as provisional members of Washington Accord (Washington Accord 2007)AustraliaAustralia is founder signatory of Washington and Sydney Accord through these Accords, the engineers of Australia foster their recognition in countries like United States, United Kingdom, Hong Kong (SAR), New Zealand, Canada, South Africa etc (Engineers Australia, 2008).TurkeyAll educational institutions –engineering alike- have three important aims: research, education and social responsibility. In Turkey engineering education -with the vision to purpose advancing public welfare through the development of better-educated and qualified engineers- have made important contributions to development of the nation. As of 2006, out of 92 Universities in Turkey 79 have 93 have engineering schools with engineering departments offering total of 565, 04 years undergraduate programs in 51 different engineering disciplines. There are 19 professional engineering societies in Turkey and membership to them is compulsory for practicing the engineering education. Outcomes based evaluation system MUDEK has also been formed in 2002 (MUDEK 2007). Moreover with short span of time the MUD EK become the legal entity as independent, non Government organization for evaluation in 2007. One of the effective evaluation process the MUDEK have, to determine whether a given program satisfies a set of criteria instead of based on individual ranking. Criteria used for MUDEK is to promote quality of engineering education and it also assure the engineering and technical programs meets the given criteria of MUD EK. Moreover for the continuous improvement process ABET substantial equivalency has been acquired in Turkey to strengthen and promote the higher education in Europe as per the Bologna Declaration 2004 in which Turkey also participated.PakistanPakistan's record on the education front has not been impressive. No doubt some progress and initiatives from last decades has been made, but it has been rather slow. The basic education are facing difficulties like low level public expenditure, difficult access to school education, lack of infrastructure etc. Due to reasons the student ratio reached to universities are not in large number. As per the Higher Education statistics only 7% of students could be enrolled in Engineering Programs. Moreover education reforms and initiatives have been taken for overall improvement of education system in Pakistan.In Pakistan, New institutions offering programs of engineering must complete a process of initial accreditation by2560Javed Ali MEMON et al. / Procedia Social and Behavioral Sciences 1 (2009) 2557–2561PEC EA&QEC is to accord accreditation, not to the institution as a whole, but at the program level, for example, four-year under-graduate engineering degree course after 12 years of initial education. Furthermore, the programs are to be graded into three categories viz., Accredited up to three years, Pended for six months to ensure removal of shortfalls and Not Accredited, depending on the marks they achieve on a laid down scale. This is especially important for promoting a healthy competition for quality achievement among the different D egree/D iploma programs of the same institution, as well as among similar programs in different institutions. Thus, in a given institution, some programs may be accredited for three years, while some others may be accredited for one year and some even denied accreditation (PEC, 2007). Programs approved by the PEC are eligible to apply for reaccreditations. The PEC, EA&QEC has assessed and accredited 95 programs in the country’s various public and private universities so far. However through the comparisons of accreditation models globally PEC should step forward to get into the process of becoming the member of Washington accord for the recognition of engineers profession globally.Observations and FindingsMost of the accreditation and assessment models are influenced by the ABET guidelines, However each signatory of Washington Accord have their own accreditation process which have some variations, the standardization re q uires more focus in engineering accreditation. The major concern is in countries where no accreditation organization exists and to select the appropriate accreditation agency is second milestone, As number of different accreditation agencies available at national, regional and international levels. The learning and teaching should focus current industrial requirement so that local scientific problem solutions could be obtained as per industry requirement and same output can be used as socio-economic development. A recent report by Business Council of Australia (BCA) warns institutions for falling behind to meet the industry requirement. In a global perspective these accreditation bodies require to develop the uniform accreditation process so that engineers profession could be recognize within multicultural and multinational environment.Despite of various assessments models developed for accreditation courses, these models needs more effective and transparent. As the developed countries have recently adopting the outcomes based models. ABET has recently experimented the same model which focused the knowledge applied effectively called Engineering Criteria 2000 (EC 2000) which is quite different from the previous procedures of ABET. The new procedure focuses on assess the success of engineering programs based on graduates achievements, fulfilling the general requirement of curriculum, ways to achieve the outcomes (a)-(k) mentioned above and demonstrate how to measure the students outcomes performance. The adoption of new procedure can effectively align whatever is being done for the improvement of learning, performance and outcomes of engineers in the form of quality.Engineering Education in the Pakistan gone through problems such as low intake, shortage of lab equipment, no feedback systems from student, lack of academic counseling, difficult access to scientific tools and materials etc. Moreover reforms have been taken for improvement of higher education. Pakistan Engineering Council striving hard to meet the criteria for global accreditation models, moreover following steps is recommended for PEC to become the member of the international agencies:• Form an independent Accreditation Board• Board should be having consultative role to other PEC functions• Chalk out a plan for awareness• Standardize the Accreditation Procedures• Make core policy level changes to meet the criteria of accord• Standardize the educational practices in Pakistan• Establish linkages with other member / prospective members• Make a pilot project for some institution and their programs for Substantial equivalency• Broaden the Finance base• Consolidate the relevant data• Follow Total Quality Management PracticesJaved Ali MEMON et al. / Procedia Social and Behavioral Sciences 1 (2009) 2557–2561 2561 ConclusionAccreditation provides opportunities for promotion and adoption of best practices, stimulation of innovation and diversity in engineering education. Accreditation provides assurance that the academic aims and objectives of the program are pursued and achieved through the resources currently available, and that the institution running the program has demonstrated capabilities to ensure effectiveness of the educational program(s), over the period of accreditation (PEC, 2007). This type of study is can be effectively utilize for the awareness to get into the in-depth analysis of accreditation models and to formulate similar study of other strategic organizations to keep the pace with changing scenario of world.ReferencesA. Patil, G. Codner (2007), “Accreditation of engineering education: review, observation and proposal for global accreditation”, EuropeanJournal of Engineering Education 32, (6), 639-651.Washington Accord, /Washington-Accord/signatories.cfm.ABET, Accreditation Board for Engineering and Technology, Neelain Soundarajan (2000), Engineering Criteria 2000: The Impact on Engineering Education, /fie99/papers/1323.pdf. Lance Schachterle (1999), “Outcomes Assessment and Accreditation in US Engineering Formation”, European Journal of Engineering Education, 24 (2), 121-31.Engineering Australia,.au/shadomx/apps/fms/fmsdownload.cfm?file_uuid=0FE48F95-AF05-766A-5F6B-39526A1126F4&siteName=ieaustMUDEK, 13 July 2007, .trPakistan Engineering Council PEC, .pk,。
大数据背景下高职院校专业诊断与改进研究
大数据背景下高职院校专业诊断与改进研究作者：钟乐海邢伟寅张米来源：《价值工程》2020年第31期摘要：专业诊改是高职院校构建内部质量保证体系，提升人才培养质量的有效手段，而诊改评价模型的建立对专业诊改工作的推进起着至关重要的作用。
本文利用大数据技术下的层次分析法，从多维度细粒度角度出发，构建符合当前职业教育学情的专业建设评价指标体系以及相应的评价模型。
实验证明，该方法有助于客观、准确地评价高职院校中专业建设的过程和效果，為后续专业建设的改进提供一个精准的决策依据。
Abstract： The specialty diagnosis and improvement is an effective means to construct the internal quality assurance system and improve the quality of personnel training in higher vocational colleges， and the establishment of the evaluation model of specialty diagnosis and improvement plays an important role in promoting the work. This paper uses the Analytic Hierarchy Process （AHP） under the big data technology， constructs the evaluation index system and corresponding evaluation model of specialty construction in line with the current situation of vocational educationfrom the perspective of multi-dimensional and fine-grained. Experiments show that this method is helpful to objectively and accurately evaluate the process and effect of specialty construction in higher vocational colleges， and provide an accurate decision-making basis for the improvement of subsequent specialty construction.关键词：大数据技术;诊断与改进;评价模型;层次分析法Key words： big data technology;diagnosis and improvement;evaluation model;Analytic Hierarchy Process中图分类号：G712.3; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;文献标识码：A; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; 文章编号：1006-4311（2020）31-0172-030; 引言随着教育部关于高职院校诊断与改进工作相关文件的出台，以“规模、结构、质量、效益”作为衡量教育发展成效的诊断与改进工作（下简称为“诊改”工作）正在各大高职院校内广泛推进，要求高职院校全面建设内部质量保证体系，在学校、专业、课程、师资、学生等不同层面建立起完整且相对独立的质量目标、质量标准、质量制度，并形成教学工作诊断改进工作机制。
论文摘要的翻译
计算机信息系统在预防药物性不良反应中的作用 Preventing Adverse Drug Events (ADEs): The Role of Computer Information System
中国学生贷款补贴的资助功能与绩效评价 An Evaluation of the Performance of Government-Subsidized Student Loan in China
汉语标题中常用的"试论……","浅谈……", "…… 的管窥","……的研究","……的探 讨","……刍议",如何翻译?
汉语标题中常用的"试论……","浅谈……", "…… 的管窥","……的研究","……的探 讨","……刍议",如何翻译?
在中国的常见期刊中,一般翻译成 "A Study of/on…" (of和on可互换,意义相同), "A Report of/on…", "The Survey of/on…", "The Observation on/of…", "The Research on…"
Questions and answers
A good abstract will not leave an impression of being vague or general, but it must also not be overly detailed. You may decide to devote one or two sentences at the beginning to background: just enough so that the reader will find the questions around which the work centers to be both intelligible and worth asking. The primary objective, however, is to sketch out what you personally have done to clarify the problem of interest, what new things you discovered along the way, and what answers you are now in a position to supply to the original questions.
基于Topsis模型与因子分析的教育体系评估
基于Topsis模型与因子分析的教育体系评估作者：陆光亮张浡来源：《速读·中旬》2021年第06期◆摘要：在全球范围内扩大教育招生规模，让世界上更多的公民享受到高等教育带来的红利，但机会的增长并不能保证良好教育体系的健康。
以22个国家的教育服务和统计数据为基础，运用层次分析法和熵值法确定了11个指标的综合权重，运用Topsis模型得到了22个国家高等教育系统的具体得分。
其中，美国以94.72分位居第一，中国以85.79分位居第七。
我们认为中国有很大的提升空间，选择中国作为研究对象。
为了便于研究，我们利用因子分析对11个指标进行降维，得到4个新的变量，最终规划出中国教育体系未来的发展蓝图。
◆关键词：高等教育;系统健康;因子分析1引言教育资源在各国人口中的分布在一定程度上决定了社会阶层的分层。
高等教育资源是一个国家在义务教育之后对公民进行中小学教育投资的进一步努力。
当前，全球化创造了一个与过去截然不同的高等教育环境[1]。
高等教育质量保障是当今世界高等教育研究的重要课题。
几乎每个国家都认识到高质量的高等教育对其经济繁荣和国民福祉的重要性[2]。
2评价模型的构建2.1评价指标选择为了选择合适的评价指标，我们从OEDC教育数据中获得了我们需要的指标数据。
这些指标包括：高等教育在25-64岁人口中所占比例（PT）、国际留学生与外国留学生的比例（RNF）、25-64岁三级人口就业率（ER）、大专学生与教职员的比例（RST）、每名全日制相当于学生的教育机构总支出占人均国内生产总值（EGC）的比例、诺贝尔奖数量（NPN），在该国的外国学生数量（NFC）、高等教育机构总开支占本地生产总值（ETG）的百分比。
QS高等教育体系实力排名基于体系实力、准入、旗舰机构绩效和经济背景，比较了四个方面的国家表现。
我们选取了其中的3个作为评价指标：系统强度得分（SSS）、准入得分（AS）、经济背景得分（ECS）。
SSS是根据其在QS世界大学排名中排名在700或以上的机构的数量除以这些机构的平均排名得出的。
英语作文网络学习的优缺点
英语作文网络学习的优缺点Advantages of Online Learning in English Composition1. Accessibility: Online learning platforms allow students to access course materials from anywhere with an internet connection, making education more accessible to a wider audience.2. Flexibility: Students can study at their own pace and schedule, which is particularly beneficial for those who have work or family commitments.3. Cost-Effectiveness: Online courses often cost less than traditional classroom courses, saving students money on tuition and commuting expenses.4. Interactive Tools: Many online platforms offer interactive tools such as discussion forums, video conferencing, and collaborative writing tools that can enhance the learning experience.5. Personalized Learning: Online courses can be tailored to individual learning styles and needs, with options for self-directed learning and personalized feedback.6. Up-to-Date Material: Online courses can be updated more frequently than traditional textbooks, ensuring that students are learning the most current information.7. Global Perspective: Online learning can expose students to diverse perspectives from classmates around the world, enriching the learning experience.Disadvantages of Online Learning in English Composition1. Lack of Personal Interaction: Online learning can feel impersonal, and some students may miss the face-to-face interaction with instructors and peers.2. Self-Discipline Required: The flexibility of onlinelearning requires a high level of self-motivation anddiscipline to stay on track with coursework.3. Technical Issues: Students may face technical difficulties, such as unreliable internet connections or issues withlearning management systems.4. Limited Hands-On Experience: Some aspects of English composition, such as public speaking or group work, may notbe as effectively taught in an online environment.5. Over-reliance on Technology: There is a risk of becomingtoo dependent on technology for learning, which could be a disadvantage if technical issues arise.6. Information Overload: The vast amount of information available online can be overwhelming and may lead to procrastination or a lack of focus.7. Quality Assurance: Not all online courses are created equal, and the quality of instruction can vary widely, making it important to choose reputable providers.In conclusion, while online learning in English composition offers significant advantages in terms of accessibility and flexibility, it also presents challenges that require self-discipline and effective time management. Students should carefully consider both the pros and cons before deciding if online learning is the right fit for their educational goals.。
申请当接待留学生志愿者的英语作文
申请当接待留学生志愿者的英语作文全文共3篇示例，供读者参考篇1My Dream to be a Student AmbassadorHi there! My name is Emma and I'm 10 years old. I'm writing this essay to tell you why I really, really want to be a Student Ambassador and host an international student from another country. It would be like having a foreign exchange sister or brother for a few weeks! How cool is that?Ever since I was a little kid, I've been super curious about kids who live in other countries far away from here. What kinds of games do they play? What foods do they eat? What are their schools and houses like? Do they celebratethe same holidays as us or different ones? I have so many questions!I love learning about the cultures, languages, and traditions of people from all around the world. My parents always encourage me to be open-minded and welcom people who are different from me. They taught me that even though someone might dress, speak, or do things differently, underneath we are all human beings who deserve kindness and respect.One of my very favorite things is when we have international nights at my school's cafeteria. Parents from different countries set up booths and bring in yummy authentic foods for us to try. I've tasted chicken curry from India, fresh spring rolls from Vietnam, creamy avgolemono soup from Greece, and sweet cream horns from Denmark. My taste buds do a happy dance with all the new flavors! The parents also wear traditional clothing and put up displays about their countries. It's amazing getting to learn so much in one night.Another thing I cherish is the diversity in my classroom. We have students from Mexico, China, Egypt, Nigeria, and other places. Whenever we do projects or assignments about our cultures and backgrounds, I soak it all in like a hungry sponge. Hearing my friends speak Spanish, Arabic, Mandarin and more is like music to my ears. They teach me new words and I teach them English words. We all learn from each other!I would be the perfect Student Ambassador because I'm a "professional" kid sister and tour guide already. I have a little brother named Tyler who is 5 years old. Whenever friends or relatives come to visit, I take him under my wing and show them around our house, our backyard playground, and our awesome tree house clubhouse. I point out all the cool things to see anddo, just like a top-notch tour guide! So I know exactly how to make a visitor feel welcomed and comfortable.I'm also an incredibly responsible "mother hen" type who looks after my little bro really well. I make sure he gets enough to eat, is dressed properly for the weather, doesn't wander off, and uses good manners. You can count on me to be the same caring, attentive host for an international student too. I'll go out of my way to help them follow any rules, learn about American culture, and make sure they are having an amazing experience.Getting to be a Student Ambassador would let me put my nurturing "hostess with the mostest" skills to great use! More importantly though, it would be a chance to gain an exciting new friend and learn about their home country firsthand. Just picture me and my international student buddy swapping snacks from our homelands, teaching each other words and games, and putting together an epic show-and-tell presentation for my whole class. We could share our favorite music, movies, books, you name it! It would be an intercultural extravaganza.Having a student guest stay with my family would open up a whole new world of discovery and understanding. I could finally get answers to all of those burning questions I have about life in their corner of the globe. And they could learn just as muchabout my American way of life too. What a phenomenal way to make the world feel a little smaller and more connected!I have a big heart, an open mind, and a zest for learning about different cultures. I'm a responsible leader who knows how to make others feel at home. Most of all, I believe that sharing our stories is the first step to accepting and appreciating one another, no matter how different we may seem.So pick me, pick me! I'll be the absolute best Student Ambassador you've ever had. Let me be a a pint-sized ambassador of cultural exchange, sharin', welcomin', and friend-makin' with kids from across the globe. It would be a dream come true!篇2My Dream to be a Student AmbassadorHi there! My name is Emma and I'm 10 years old. I'm writing this essay to tell you why I really, really want to be a Student Ambassador and help host international students that come to study at my school.Ever since I was a tiny kid, I've always been super curious about other countries and cultures around the world. My parents have tons of books with beautiful pictures from different places,and I would spend hours just staring at the pictures and dreaming about visiting those far-off lands someday. I especially love looking at pictures of kids my age from other countries - seeing what they wear, what games they play, what foods they eat. It's all so fascinating!When I was 8 years old, my parents finally took me on my first overseas trip - we went to Mexico for a family vacation. I was amazed by how different everything looked, sounded, and even smelled compared to back home. The colors were so vibrant, the music had rhythms I'd never heard before, and the food was out-of-this-world delicious (I still dream about those tacos!). But you know what struck me most? Despite all the surface differences, I realized that deep down, kids in Mexico were really just the same as kids here. They loved playing games, had favorite toys and characters, got silly with their friends, and sometimes fought with their siblings too - just like me and my friends! That trip made me see that while cultural traditions may look different on the outside, on the inside we're all really not so different.From that moment on, I became totally obsessed with learning about the world's cultures. I started checking out stacks of library books about different countries' foods, holidays,traditions, you name it. I'd have my parents spin the globe and pick a random country, and then I'd go learn everything I could about that place. My friends started calling me the "Little Tour Guide" because I was always amazing them with random facts about cultures across the globe! What can I say, I'm just an insanely curious kid when it comes to this stuff.Last year, an amazing opportunity came to my school. We started hosting international students from all over the world who came for short-term programs of a few weeks or months. Staying with host families, these students got to experience total immersion in American life and culture. And the really cool part? Student Ambassadors from our school got to be the ones to welcome them, show them around, help them learn American customs, and (best of all) share aspects of their culture with the rest of us! As soon as I heard about it, I knew instantly that I simply HAD to be a Student Ambassador.Now, I'm sure you're wondering - why exactly am I so passionate about doing this? Well, there are lots of reasons! First of all, I would absolutely love the chance to meet kids my age from all around the globe. Can you imagine how much fun it would be to make friends with students from places like France, South Korea, Kenya, or Brazil? We may not speak the samelanguage at first, but you can be sure I'll get those language learning apps fired up to pick up some basics. And then we could teach each other words from our own languages while exploring our town together, playing at the park, going for ice cream, or whatever! I'll show them all the cool aspects of life here, and they can give me a window into their fascinating cultures. What an amazing way to gain a new global perspective!Speaking of perspectives, being a Student Ambassador would also help me gain some valuable life skills. For one, it would allow me to practice communicating across cultures and being a good host - important skills to have in our modern, connected world. It would push me to be a flexible,open-minded individual who can appreciate differences instead of judging them. It would help me become a better public speaker and leader, welcoming and guiding the international students with confidence. And honestly, I think pushing myself out of my comfort zone to befriend students from vastly different backgrounds than my own would help me gain a lot of independence, maturity and self-assurance too. Overall, it would be such a rewarding growth experience for me.But most importantly, I want to be a Student Ambassador because I genuinely believe it could lead to greater cross-culturalunderstanding and connections across our world. Maybe I'm just an idealistic 10-year-old, but I dream of a future where people from all nationalities can share ideas, appreciate each other's cultures, and work together as one united human family. And what better way to start than by enabling kids like me to bond with students from other countries? Who knows - those early friendships could lead to greater teamwork down the road when we're all grown up and pursuing our careers. I might even get to work with future leaders, innovators, or peacemakers from other nations someday!Can't you just picture how amazing that could be? Kids from the United States, Russia, Egypt, China, and everywhere in between - all coming together through this Student Ambassador program. Swapping stories, sharing cultures, and realizing that we're not really so different after all. That we all have hopes, we all have families, we all have big dreams. And maybe, just maybe, those bonds of friendship could endure and help spark new partnerships across borders when we're older.I'm sure I'm probably getting a bit carried away here (what can I say, I'm an enthusiastic kid!). But I hope you can see how passionate I am about being a Student Ambassador. For me, it wouldn't just be about having fun meeting new people(although that part would be amazing!). It would be a way to begin breaking down the barriers and misunderstandings between cultures. To become a true citizen of the world at a young age. To plant the seeds of cross-cultural respect, cooperation and even future peacemaking on a small scale.So in summary - pick me! I promise to be one of the very best Student Ambassadors this program has ever seen. I'll go above and beyond to make our international student guests feel welcome. I'll soak up every lesson from their cultures like a superman sponge. And who knows - maybe the connections I'm able to make through this program could lead to incredible things down the road. As you can probably tell, experiencing the rich diversity of our world's cultures has become my absolute obsession! So let me put that passion to good use as a Student Ambassador. I'm ready to receive people from across the globe with wide-open arms, an infinitely curious mind, and a heart filled with acceptance and wonder. This is my dream - let me live it!篇3My Big Dream to Welcome Students From Around the WorldHi there! My name is Emily and I'm 10 years old. I'm in the 5th grade at Oakwood Elementary School. I love learning about different cultures and making new friends. That's why I really want to be a volunteer to welcome international students to our school and town. Let me tell you all about my big dream!Ever since I was a little kid, I've been fascinated by the amazing diversity of people, foods, languages, traditions, and more from all across the globe. My parents love to travel and they've taken me on trips to Mexico, Canada, Japan, Italy, and Kenya so far. Each place opened up my eyes to a vibrant new world. I was in awe of the stunning landscapes, mouthwatering cuisines, beautiful art and music, and most of all - the incredibly kind-hearted people we met everywhere we went.One of my most cherished memories was visiting a rural village in Kenya when I was 8 years old. Despite having so little compared to our lives back home, the children greeted us with the biggest smiles and enthusiastically showed us around their humble village. We played endless games of soccer together and I still remember all of their names - Jomo, Asha, Baako, and more. Even though we didn't speak the same language, it didn't matter one bit. We became fast friends through our playful laughter, hugs, high fives, and shared joy.That experience taught me that kids all around the world have so much in common. We might look different, eat different foods, and have different customs. But deep down, we all want the same basic things - to have fun, to learn, to make friends, and to feel loved. Our cultural diversity is a beautiful rainbow that should be celebrated, not pushed apart.When I found out international students would be coming to study at our schools this year, I knew I absolutely had to get involved in welcoming them to our community. I can't wait to meet students from all corners of the globe and introduce them to everything our town has to offer. I'll give them a huge smile and friendliest welcome hug ever! Maybe we can have cultural shows where we teach each other about our foods, music, dances, and traditions. I'd love to learn some new languages and share fun American slang too. We could have arts and crafts sessions to make items representing our home countries. And of course, we have to play tons of games and sports together!I know being in a new country away from your family can be really hard and intimidating, especially as a kid. That's why I'll do everything I can to make our international student buddies feel right at home here. I'll answer any questions they have, introduce them to all my friends, show them the best places to play andexplore nature, and just be that supportive friend they can count on.My parents always taught me to be an "ambassador of kindness" wherever I go. They said even though I'm just a kid, I can still make a positive impact by putting smiles on people's faces and spreading happiness through my words and actions. Well, now I finally get to be an ambassador for my whole city in welcoming our new international friends! I'll make sure they know that we accept and celebrate people of all backgrounds here with open arms and hearts.Being a volunteer welcoming buddy would be a dream come true. I was born for this role! With my friendly personality, cultural curiosity, ability to make anyone feel instantly comfortable around me, and caring heart, I know I can go above and beyond in this position. Just imagining all the new friends I'll make from around the world fills me with giddy excitement. We may not be able to travel the globe, but the world will come to us this year!This volunteer opportunity is about more than just having fun (although we'll have a ton of it!). It's a chance for all of us to become citizens of the world at a young age. By greeting international students with empathy, kindness, and opennessfrom day one, we can start building bonds of friendship, understanding and peace across cultures and countries. Those treasured human connections, even between kids like us, can be seeds that blossom into a future of greater global harmony and cooperation.So that's my big dream and why this volunteer role means so much to me. Just give me a chance and I promise to be the affordable bubbliest, most energetic, and caring welcoming buddy our international student buddies could ever ask for. Let's go on an life-changing adventure together!。
关于教育国际化的五个思考
INTERNATIONAL HIGHER EDUCATION, Number 62 Winter 2011Pages 14-15Five Myths about InternationalizationJane KnightJane Knight is adjunct professor at the Ontario Institute for Studies in Education, University of Toronto. E-mail: jane.knight@utoronto.ca or janeknight@sympatico.ca.As internationalization matures, it is becoming a more important and complex process. Yet, it is also becoming a more confused and misunderstood concept. Internationalization is definitely past the “new flavor of the month” stage. It is firmly embedded in institutional mission statements, policies, and strategies as well as national policy frameworks. This signals that internationalization has come of age and is a legitimate area of policy, practice, and research in higher education. However, because of internationalization’s high profile it is now used to describe anything and everything remotely linked to worldwide, intercultural, global, or international. In short, it is a catchall phrase and losing its meaning and direction. This article suggests that over the years implicit assumptions have developed about internationalization, myths perhaps, that need to be exposed and discussed. A brief overview of five prevalent myths follows.M YTH O NE:F OREIGN S TUDENTS AS I NTERNATIONALIZATION A GENTSA long-standing myth is that more foreign students on campus will produce more internationalized institutional culture and curriculum. While this may be the expectation of universities, reality often paints a different picture. In many institutions international students feel marginalized socially and academically and often experience ethnic or racial tensions. Frequently, domestic undergraduate students are known to resist, or at best to be neutral about undertaking joint academic projects or engaging socially with foreign students—unless specific programs are developed by the university or instructor. International students tend to band together and ironically often have a broader and more meaningful intercultural experience on campus than domestic students, without having any deep engagement with the host country culture. Of course, this scenario is not applicable to all institutions, but it speaks to the often unquestioned assumption that the primary reason to recruit international students is to help internationalize the campus. While this is a well-intentioned rationale, it often does not work out that way and, instead, serves to mask other motivations—such as revenue generation or desire for improved rankings on global league tables.M YTH T WO:I NTERNATIONAL R EPUTATION AS A P ROXY FOR Q UALITYMyth two rests on a belief that the more international a university is—in terms of students, faculty, curriculum, research, agreements, and network memberships—the better its reputation. This is tied to the false notion that a strong international reputation is a proxy for quality. Cases of questionable admission and exit standards for universities highly dependent on the revenue and “brand equity”of international students are concrete evidence that internationalization does not always translate into improved quality or high standards. This myth is further complicated by the quest for higher rankings on a global or regional league table such as the Times Higher Education or the Academic Ranking of World Universities. It is highly questionable whether the league tables accurately measure the internationality of a university and, more importantly, whether the international dimension is always a robust indicator of quality.M YTH T HREE:I NTERNATIONAL I NSTITUTIONAL A GREEMENTSIt is often believed that the greater number of international agreements or network memberships a university has the more prestigious and attractive it is to other institutions and students. But practice shows that most institutions cannot manage or even benefit from a hundred plus agreements. To maintain active and fruitful relationships requires a major investment of human and financial resources from individual faculty members, departments, and international offices. Thus, the long list of international partners often reflects paper-based agreements, not productive partnerships. Once again, quantity is seen as more important than quality, and the international agreements list is used more as a status symbol than a record of functional academic collaborations. In fact, a more recent trend is the paring down of the number of agreements to 10 or 20 institution-wide priority partnerships. This can lead to more comprehensive and sustainable relationships but also to a sense of disgruntlement among faculty members and researchers about a top-down approach to internationalization and the curtailment of individual international research or curricular interests.M YTH F OUR:I NTERNATIONAL A CCREDITATIONInternational accreditations from foreign external national quality assurance agencies (especially from the United States) or professional engineering and business accreditation bodies are currently quite popular with universities in all parts of the world. The premise is that, the more international accreditation stars an institution has, the more internationalized it is and ergo the better it is. This is simply not true. A foreign recognition of quality does not speak to the scope, scale, or value of international activities related to teaching/learning, research, and service to society either through public engagement or private enterprise.M YTH F IVE:G LOBAL B RANDINGMyth five relates to the incorrect assumption that the purpose of a university’s internationalization efforts is to improve global brand or standing. This confuses an international marketing campaign with an internationalization plan. The former is a promotion and branding exercise; the latter is a strategy to integrate an international, intercultural, and global dimension into the goals and teaching, research, and service functions of a university. The objectives, anticipated outcomes and investment in a global branding initiative, are different from those required for academic internationalization. Thus, it is a myth that an international marketing scheme is the equivalent of an internationalization plan. This does not deny the fact that a strategic and successful internationalization agenda can lead to more international visibility, but recognition is not the goal—namely, it is a by-product.A common element in many of these myths is that the benefits of internationalization or the degree of internationality can be measuredquantitatively—the number of international students, foreign faculty, institutional agreements, cross-border education programs, research projects, foreign accreditations, branch campuses, and so on. While trying to quantify outcomes as key performance indicators may serve accountability requirements, they do not capture the human key intangible performances of students, faculty, researchers, and the community that bring significant benefits of internationalization.S UMMARYThese five myths do not apply to all higher education institutions or to all countries, but they reflect very common and misleading assumptions. Of course, there are additional myths, as well as fundamental truths, about internationalization that require further reflection and discussion. The purpose of identifying and reflecting on these myths and truths is to ensure that internationalization is on the right track and that we are aware of intended and unintended consequences as higher education sectors weather these rather turbulent times where competitiveness, rankings, and commercialism seem to be the driving forces.。