The 'new paradigm' of outcomes-based education in perspective

企业如何竞争？企业如何赚取高于正常的回报吗？什么是需要长期保持卓越的性能呢？一个日益强大的经营策略这些基本问题的答案在于动态能力的概念。

这些的技能，程序，例程，组织结构和学科，使公司建立，聘请和协调相关的无形资产，以满足客户的需求，并不能轻易被竞争对手复制。

具有较强的动态能力是企业强烈的进取精神。

他们不仅适应商业生态系统，他们也塑造他们通过创新，协作，学习和参与。

大卫·蒂斯是动态能力的角度来看的先驱。

它植根于25年，他的研究，教学和咨询。

他的思想已经在企业战略，管理和经济学的影响力，创新，技术管理和竞争政策有关。

通过他的顾问和咨询工作，他也带来了这些想法，承担业务和政策，使周围的世界。

本书的核心思想动态能力是最清晰和最简洁的语句。

蒂斯解释其成因，应用，以及如何他们提供了一个替代的方法很多传统的战略思想，立足于简单和过时的产业组织和竞争优势的基础的理解。

通俗易懂撰写并发表了，这将是一个非常宝贵的工具，为所有那些谁想要理解这一重要的战略思想的贡献，他们的MBA学生，学者，管理人员，或顾问和刺激。

Strategic Management Journal, Vol. 18:7, 509–533 (1997)The dynamic capabilities framework analyzes the sources and methods of wealth creation and capture by private enterprise firms operating in environments of rapid technological change. The competitive advantage of firms is seen as resting on distinctive processes (ways of coordinating and combining), shaped by the firm’s (specific) asset positions (such as the firm’s portfolio of difficult-to-trade knowledge assets and complementary assets), and the evolution path(s) it has adopted or inherited. The importance of path dependencies is amplified where conditions of increasing returns exist. Whether and how a firm’s competitive advantage is eroded depends on the stability of market demand, and the ease of replicability (expanding internally) and imitatability (replication by competitors). If correct, the framework suggests that private wealth creation in regimes of rapid technological change depends in large measure on honing internal technological, organizational, and managerial processes inside the firm. In short, identifying new opportunities and organizing effectively and efficiently to embrace them are generally more fundamental to private wealth creation than is strategizing, if by strategizing one means engaging in business conduct that keeps competitors off balance, raises rival’s costs, and excludes new entrants. (C) 1997 by John Wiley & Sons, Ltd.战略管理杂志。

越努力越幸运四级英语作文Effort and Luck: The Interplay of Perseverance and SerendipityThe notion that hard work and determination are the keys to success is a widespread belief, and for good reason. Throughout history, countless individuals have overcome adversity and achieved remarkable feats through sheer grit and unwavering commitment. However, the relationship between effort and luck is a complex one, and the interplay between these two factors often determines the outcomes we experience in life.At the heart of the "effort equals success" paradigm is the idea that if we put in the necessary time and energy, we can control the trajectory of our lives. This belief is reinforced by numerous examples of individuals who have defied the odds and reached the pinnacles of their respective fields through relentless hard work. From the scientist who toils tirelessly in the lab to the entrepreneur who builds a thriving business from the ground up, these success stories inspire us to believe that our own destinies are firmly within our grasp.Yet, the reality is often more nuanced. While effort undoubtedly plays a crucial role in shaping our lives, the influence of luck cannotbe ignored. Chance encounters, serendipitous opportunities, and unexpected circumstances can all have a profound impact on the outcomes we experience, often independent of our own efforts. A chance meeting with a mentor, a lucky break in the job market, or a sudden shift in market trends can all dramatically alter the course of an individual's life, sometimes in ways that defy explanation.This interplay between effort and luck is particularly evident in the realm of language learning, where the journey to proficiency is often a long and arduous one. Students who dedicate countless hours to studying vocabulary, grammar, and pronunciation may find themselves struggling to achieve the level of fluency they desire, while others seem to pick up a new language with relative ease. The role of aptitude, exposure, and environmental factors in language acquisition is well-documented, and these elements are largely outside the control of the individual learner.In the context of the four-level English proficiency exam, this dynamic becomes even more pronounced. The exam itself is designed to assess a wide range of language skills, from reading comprehension to written expression, and the level of difficulty can vary significantly depending on the individual test-taker's background and preparation. Some students may find the reading and listening sections to be a breeze, while others may struggle with the more nuanced aspects of the writing and speaking components.Ultimately, the interplay between effort and luck is a delicate balance that we must navigate throughout our lives. While it is true that hard work and determination are essential ingredients for success, it is also important to recognize the role that chance and circumstance play in shaping our experiences. By acknowledging the influence of both effort and luck, we can develop a more holistic understanding of the factors that contribute to our achievements and setbacks, and approach our goals with a greater sense of humility and resilience.In the context of the four-level English proficiency exam, this means that students should not solely focus on the quantity of their study time, but also on the quality of their preparation. They should strive to develop a well-rounded understanding of the language, honing their skills in areas such as grammar, vocabulary, and communication, while also being mindful of the potential impact of external factors beyond their control.At the same time, it is important for students to maintain a positive and adaptive mindset. While they should certainly put forth their best effort, they should also be prepared to embrace the unexpected and be open to the serendipitous opportunities that may arise. By cultivating a balance between hard work and flexibility, students can increase their chances of success while also developing the resilience to navigate the unpredictable nature of language learning andassessment.In conclusion, the relationship between effort and luck is a complex and multifaceted one, and it is important for individuals to recognize and appreciate the interplay between these two factors. Whether in the context of language learning, career advancement, or any other aspect of life, a nuanced understanding of the role of effort and luck can help us navigate the challenges we face with greater wisdom, humility, and adaptability. By embracing this perspective, we can unlock our full potential and experience the true rewards of our hard-earned successes, while also being open to the unexpected blessings that life may bring.。

英语作文上班时间Working hours are a fundamental aspect of our daily lives as they determine the structure and rhythm of our days. They dictate when we need to wake up, commute, and dedicate ourselves to our professional responsibilities. The concept of working hours has evolved significantly over the years, reflecting the changing nature of the workforce, technological advancements, and societal expectations. In this essay, we will explore the various facets of working hours and their impact on our personal and professional lives.One of the primary considerations regarding working hours is the standard workweek. Traditionally, the typical workweek in many countries has been five days, with eight hours of work per day, resulting in a total of 40 hours per week. This model, often referred to as the "9-to-5" schedule, has long been the norm in various industries. However, in recent years, there has been a growing trend towards more flexible and adaptable working arrangements.The rise of remote work, enabled by the widespread adoption ofdigital technologies, has challenged the conventional notion of the physical office as the primary workplace. Many companies have embraced hybrid work models, where employees have the option to work from home for a portion of the week, while still maintaining a presence in the office. This shift has had a significant impact on working hours, as employees no longer need to commute to a central location and can often adjust their schedules to better accommodate their personal needs and preferences.Moreover, the concept of the "gig economy" has introduced a new paradigm of work, where individuals engage in short-term, project-based tasks or freelance work, often with greater flexibility in terms of working hours. This trend has been particularly prevalent in industries such as transportation, hospitality, and creative services, where workers can choose to work when and how they prefer, rather than adhering to a rigid schedule.Another factor that has influenced working hours is the increasing emphasis on work-life balance. Employees, particularly younger generations, are placing greater importance on their personal well-being and the ability to maintain a healthy equilibrium between their professional and private lives. This has led to a growing demand for policies and practices that support flexible work arrangements, such as compressed workweeks, remote work options, and the ability to adjust start and end times.In response to these changing dynamics, many organizations have implemented various strategies to accommodate the needs of their workforce. Some have adopted a four-day workweek, where employees work the same number of hours but over a shorter period, allowing for longer weekends and more personal time. Others have implemented "core hours," where employees are required to be available during certain times of the day, but are given the flexibility to manage the rest of their schedules.The impact of working hours on employee well-being and productivity has also been a subject of considerable research and debate. Studies have shown that excessive working hours can lead to increased stress, burnout, and negative health outcomes, such as cardiovascular disease and mental health issues. Conversely, well-designed work schedules that prioritize work-life balance have been linked to improved employee engagement, job satisfaction, and overall productivity.In addition to the individual-level implications, the topic of working hours also has broader societal and economic implications. The way in which we structure and manage working hours can have a significant impact on transportation patterns, energy consumption, and the overall environmental footprint of a region or country. Furthermore, the availability and accessibility of flexible workarrangements can have a direct influence on the participation of underrepresented groups in the workforce, particularly women and individuals with caregiving responsibilities.As we look to the future, it is clear that the concept of working hours will continue to evolve, driven by technological advancements, demographic shifts, and changing societal expectations. Employers and policymakers will need to navigate these complex issues and find ways to balance the needs of the workforce with the demands of the modern economy. Ultimately, the goal should be to create work environments that foster productivity, well-being, and a harmonious integration of professional and personal life.In conclusion, working hours are a multifaceted and dynamic aspect of our lives, reflecting the changing nature of work and the evolving priorities of both employees and employers. As we navigate this landscape, it is crucial that we continue to explore innovative approaches to work organization, prioritize the well-being of the workforce, and strive for a more balanced and sustainable future.。

教育创造力英语作文Education plays a vital role in shaping the future of individuals and societies. One of the key aspects of education that has gained increasing attention in recent years is its ability to foster creativity. Creativity is a crucial skill that enables individuals to think outside the box, generate innovative ideas, and find unique solutions to complex problems. In today's rapidly changing world, the ability to think creatively has become a highly sought-after asset in various fields, from business and technology to the arts and sciences.The traditional approach to education has often focused on the acquisition of knowledge and the mastery of standardized skills. While this foundation is essential, it can sometimes stifle the natural creativity and curiosity of students. In contrast, an education system that prioritizes the development of creativity can unlock the full potential of learners, empowering them to become innovative problem-solvers and leaders of tomorrow.One of the primary ways in which education can foster creativity is by encouraging a learning environment that values exploration,experimentation, and risk-taking. Traditional classrooms often emphasize the importance of right answers and the memorization of facts, leaving little room for students to engage in open-ended inquiry and creative thinking. However, when students are given the freedom to explore their interests, ask questions, and try new approaches, they are more likely to develop the confidence and critical-thinking skills necessary for creative problem-solving.Effective creative education also requires a shift in the role of teachers. Instead of being the sole providers of information, teachers should act as facilitators, guiding students through the learning process and encouraging them to think for themselves. This approach allows students to take an active role in their own learning, fostering a sense of ownership and investment in the outcomes. By providing students with opportunities to collaborate, share ideas, and receive constructive feedback, teachers can help nurture the creative abilities of their students.Moreover, the curriculum and teaching methods used in creative education should be designed to stimulate the imagination and promote divergent thinking. This can involve incorporating project-based learning, hands-on activities, and interdisciplinary approaches that challenge students to make connections between different fields of study. By exposing students to a diverse range of perspectives and encouraging them to explore unconventional solutions, educatorscan cultivate the creative mindset that is essential for success in the 21st century.One particularly effective approach to fostering creativity in education is the integration of the arts into the curriculum. The arts, whether it be visual arts, music, drama, or dance, have the power to unlock the creative potential of students by providing them with a means of self-expression and a platform for exploring their emotions and ideas. When students engage in artistic activities, they develop the ability to think creatively, communicate effectively, and approach problems from multiple angles.Furthermore, the integration of technology into the educational process can also play a significant role in nurturing creativity. Digital tools and platforms can enable students to explore new ways of learning, collaborate with peers, and bring their ideas to life. By providing students with access to a wide range of digital resources and encouraging them to use technology as a means of creative expression, educators can help prepare them for the demands of a rapidly evolving, technology-driven world.It is important to note that the cultivation of creativity in education is not limited to specific subjects or age groups. Creativity should be a central focus throughout the entire educational journey, from early childhood to higher education and beyond. By instilling a love oflearning and a commitment to innovation, educators can empower students to become lifelong learners and problem-solvers who are capable of adapting to the challenges of the future.In conclusion, the role of education in fostering creativity is crucial for the development of individuals and the progress of society as a whole. By creating learning environments that encourage exploration, risk-taking, and interdisciplinary thinking, educators can unlock the creative potential of students and prepare them for the demands of the 21st century. Through the integration of the arts, the use of technology, and a shift in the traditional teaching paradigm, education can become a powerful catalyst for the cultivation of creativity, ultimately leading to a more innovative, adaptable, and prosperous future.。

八年级科技前沿英语阅读理解25题1<背景文章>Artificial intelligence (AI) has been making remarkable strides in the medical field in recent years. AI - powered systems are being increasingly utilized in various aspects of healthcare, bringing about significant improvements and new possibilities.One of the most prominent applications of AI in medicine is in disease diagnosis. AI algorithms can analyze vast amounts of medical data, such as patient symptoms, medical histories, and test results. For example, deep - learning algorithms can scan X - rays, CT scans, and MRIs to detect early signs of diseases like cancer, pneumonia, or heart diseases. These algorithms can often spot minute details that might be overlooked by human doctors, thus enabling earlier and more accurate diagnoses.In the realm of drug development, AI also plays a crucial role. It can accelerate the process by predicting how different molecules will interact with the human body. AI - based models can sift through thousands of potential drug candidates in a short time, identifying those with the highest probability of success. This not only saves time but also reduces the cost associated with traditional trial - and - error methods in drug research.Medical robots are another area where AI is making an impact.Surgical robots, for instance, can be guided by AI systems to perform complex surgeries with greater precision. These robots can filter out the natural tremors of a surgeon's hand, allowing for more delicate and accurate incisions. Additionally, there are robots designed to assist in patient care, such as those that can help patients with limited mobility to move around or perform simple tasks.However, the application of AI in medicine also faces some challenges. Issues like data privacy, algorithmic bias, and the need for regulatory approval are important considerations. But overall, the potential of AI to transform the medical field is vast and holds great promise for the future of healthcare.1. What is one of the main applications of AI in the medical field according to the article?A. Designing hospital buildings.B. Disease diagnosis.C. Training medical students.D. Managing hospital finances.答案：B。

A Case for a Formal Design Paradigm for Serious GamesWe are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that players are motivated to learn simply because the content is housed inside a game. A failure to base serious game design on well-established learning theories as proposed by well-respected educators like Robert Gagne and James Keller, increases the risk of the game failing to meet its intended educational goals, yielding a player base who is entertained but who have not acquired new skills or knowledge. Well-developed video games certainly engage players, but games designated as educational are not always based on sound educational principles and theories, thereby potentially losing power as an educational tool. We contend that if content learning is to take place as a result of playing serious games, a new design paradigm design must be developed. We also contend that educational effectiveness needs to be integrated as a goal from the start of the design process and that sound educational practices need to be formally incorporated into all serious games.摘要我们正经历这样一个时期：一时间大量的教育内容被编入游戏，我们希望游戏者能够积极主动地学习，只因为这些教学内容被披上了游戏的外衣。

Olympus Introduces EZ Shot 3 Plus 25 G EUS Needle with Enhanced Maneuverability for Uncompromised Access to Any Lesion, Consistent Performance to Potentially ReduceProcedural Costs and Procedure TimeEntire EZ Shot 3 Plus Line-Up Now Cleared for Fine Needle BiopsyOn September 14, 2018, Olympus, a global technology leader in designing and delivering innovative solutions for medical and surgical procedures, among other core businesses, announced today the FDA clearance of its EZ Shot 3 Plus 25 G needle as well as an expanded indication for the EZ Shot 3 Plus product line-up for both fine needle aspiration (FNA) and fine needle biopsy (FNB). The uncompromised access, enhanced puncturability, predictable trajectory and distinct echogenicity of the EZ Shot 3 Plus line, combined with the new 25 G offering and expanded indication for FNA and FNB, can drive improved staging of diseaseThe EZ Shot 3 Plus 19 G, 22 G and new 25 G have been designed to be used with an Olympus endoscopic ultrasound system (EUS) for ultrasonically guided FNA and FNB of submucosal and extramural lesions within the gastrointesitnal tract (i.e. pancreative masses, mediastinal masses, perirectal masses and lymph nodes). FNB is an important advantage for physicians because it has been reported that the larger tissue samples it provides may enable more precise diagnosis and rapid cytodiagnosis, a technique for on-the-spot pathological diagnosis of tissues collected during surgery.The EZ Shot 3 Plus 25 G, together with the EZ Shot 3 Plus 19 G and 22 G needles, completes the EZ Shot 3 Plus line of needles. EZ Shot 3 Plus benefits include:•Tissue architecture: Unique Menghini needle tip design features sharp, continuous cutting edges tocleanly cut tissue specimens while preserving cellular architecture.•Potential time and cost savings, increased efficiency:Uncompromised, accommodating access to lesions, through difficult scope positions is made possible by a combination of needle material and multi-layercoiled sheath. Smooth needle passage and responsiveness to handle motion are achieved by way of themulti-layer coiled sheath and needle flexibility.•More precision targeting of samples: Flexible needle design, smooth cutting edge, and distinctechogenicity (for distinct hyperechoic appearance on ultrasound) combine for precise access, clean cuts and visualization of the target lesion.“I have been very impressed with the maneuverability of the EZ Shot 3 Plus line,” said Dr. Allan P. Weston, MD, FACG, Digestive Health Center of the Four States. “While the needle competes with others in its ability to obtain excellent tissue samples for proper diagnosis, it exceeds predecessors, due to its flexible sheath, in its ability to pass readily through the echoendoscope channel and access the target lesions without requiring adjustments of the up/down knob, right/left knob or scope tip position, thereby ultimately reducing procedure duration times and enhancing efficiency.”“A needle is judged by the ability for the cytologist or pathologist to make a diagnosis based on the cells or tissues collected. We listened to our customers' challenges in access, sample volume, the ease of visualizing the needle on ultrasound and the needle’s ability to retain its shape after multiple passes,” said Kurt Heine, Group Vice President of the Endoscopy Division at Olympus America Inc. “We are proud to have addressed these combined challenges, producing a solution that fits squarely into the value-based paradigm of cost reduction with improved patient outcomes and satisfaction. The indication of not just FNA but now FNB is an important added tool in the fight against disease.”Photo Caption:Olympus announced the FDA clearance of its EZ Shot 3 Plus 25 G needle and expanded indication for the EZ Shot 3 Plus line-up for both fine needle aspiration (FNA) and fine needle biopsy (FNB). The uncompromised access, enhanced puncturability, predictable trajectory and distinct echogenicity of the EZ Shot 3 Plus line, combined with the new 25 G offering and expanded indication for FNA and FNB, can drive improved staging of disease and the potential to more easily connect patients to precision medicine options.Times Square Caption:Olympus 25 G needle & full EZ Shot 3 Plus line have FDA indication for FNB, FNA# # #About Olympus Medical Systems GroupOlympus is a global technology leader, crafting innovative optical and digital solutions in medical technologies; life sciences; industrial solutions; and cameras and audio products. Throughout our nearly 100-year history, Olympus has focused on being true to society and making people’s lives healthier, safer and more fulfilling. Our Medical Business works with health care professionals to combine our innovative capabilities in medical technology, therapeutic intervention, and precision manufacturing with their skills to deliver diagnostic, therapeutic and minimally invasive procedures to improve clinical outcomes, reduce overall costs and enhance quality of life for patients.。

构建人类命运共同体大学生做英语作文全文共3篇示例，供读者参考篇1Building a Community of Shared Future for MankindAs a university student living in an era of unprecedented global connectivity and interdependence, I cannot help but ponder the necessity and urgency of forging a community of shared future for all humanity. The world we inhabit today is a global village, where the fates of nations and peoples are inextricably intertwined, and our collective well-being hinges on our ability to transcend narrow self-interests and embrace a broader vision of collaboration and mutual understanding.The concept of a community of shared future for mankind is not a mere idealistic notion; it is a pragmatic imperative born out of the realities of our time. We live in an age where global challenges know no borders – climate change, pandemics, terrorism, and economic turmoil affect us all, regardless of our geographical or cultural boundaries. These transnational threats demand coordinated, multilateral responses that can only beachieved through a spirit of partnership and shared responsibility.At the heart of this vision lies the recognition that our destinies are interlinked, and that the prosperity and security of one nation are inextricably tied to the well-being of others. We must embrace a paradigm shift that moves us away from the outdated notions of zero-sum competition and towards a model of win-win cooperation, where the success of one is not achieved at the expense of another, but rather through the collective progress of all.This paradigm shift requires a fundamental reorientation of our attitudes and approaches, both on an individual and societal level. We must cultivate a mindset of global citizenship, transcending the confines of narrow nationalisms and embracing a broader sense of shared humanity. This entails recognizing our common hopes, aspirations, and vulnerabilities, and understanding that our fates are intrinsically linked, regardless of our cultural, ethnic, or religious differences.As students, we have a pivotal role to play in shaping this vision of a shared future. We represent the next generation of leaders, thinkers, and change-makers, and it is our responsibility to embody and champion the values of global cooperation,empathy, and inclusiveness. Through our studies, we must strive to develop a nuanced understanding of the complex global challenges we face, and acquire the knowledge and skills necessary to navigate an increasingly interconnected world.Moreover, as ambassadors of cross-cultural exchange and understanding, we have the unique opportunity to bridge divides and foster mutual respect among diverse communities. By engaging in international educational programs, cultural immersion experiences, and meaningful dialogues, we can cultivate a deep appreciation for the richness of human diversity while simultaneously recognizing our shared humanity.Furthermore, we must be proactive agents of change, leveraging our passion, creativity, and innovative thinking to develop practical solutions to the global challenges we face. Whether through groundbreaking research, entrepreneurial ventures, or grassroots activism, we have the potential to shape a more sustainable, equitable, and peaceful world for all.However, realizing this vision of a community of shared future is not without its challenges. We must confront and overcome deeply entrenched biases, prejudices, and mistrust that have historically fueled conflicts and divisions among nations and peoples. We must also grapple with the complexgeopolitical realities and power dynamics that often hinder genuine cooperation and compromise.Additionally, we must address the stark inequalities and disparities that exist within and among nations, as these inequities breed resentment, instability, and conflict, undermining the very foundations of a shared future. Achieving a truly inclusive and equitable global community will require concerted efforts to bridge the divides of wealth, opportunity, and access to resources.Despite these formidable challenges, we must remain steadfast in our commitment to building a community of shared future for mankind. The alternative – a world mired in conflict, scarcity, and environmental degradation – is simply unacceptable. We must choose the path of cooperation, solidarity, and mutual understanding, for it is the only way to ensure a prosperous, secure, and sustainable future for all.In this pursuit, we must draw inspiration from the countless individuals and movements throughout history who have championed the ideals of peace, unity, and human dignity. From the nonviolent resistance of Mahatma Gandhi to the civil rights struggles led by Martin Luther King Jr., from the environmental activism of Greta Thunberg to the humanitarian efforts of MalalaYousafzai, we have a rich tapestry of examples that remind us of the transformative power of collective action and unwavering commitment to a shared vision.As we navigate the complexities of the 21st century, let us embrace the spirit of global citizenship and work tirelessly to forge a community of shared future for all humanity. Let us be the architects of a world where nations and peoples collaborate in the pursuit of common goals, where cultural diversity is celebrated and embraced, and where the well-being of one is intrinsically tied to the well-being of all.For it is only through this shared commitment to a brighter, more inclusive, and more sustainable future that we can truly unlock the full potential of our collective humanity and ensure a legacy of peace, prosperity, and harmony for generations to come.篇2Building a Community of Shared Future for MankindAs a college student, I've spent countless hours pondering the future of our world. Will we continue down the path of division and conflict, or can we forge a new reality where all nations and peoples unite under a shared vision? The concept of"Building a Community of Shared Future for Mankind" has captivated my imagination, offering a glimmer of hope amidst the turmoil that often dominates the headlines.At its core, this idea recognizes that the challenges we face today – climate change, poverty, pandemics, and terrorism –transcend borders and require a collective response. We live in an increasingly interconnected world, where the actions of one nation can ripple across the globe. The COVID-19 pandemic serves as a stark reminder of our interconnectedness, exposing the vulnerabilities of our current system and the urgent need for international cooperation.The pursuit of a community of shared future is not merely an idealistic dream; it is a pragmatic necessity. As the world becomes more complex and interdependent, no single country can tackle these issues alone. We must forge a new paradigm of collaboration, one that recognizes our shared humanity and our common stake in a prosperous, peaceful future.Embracing this vision requires a fundamental shift in our mindset, moving away from the outdated notions of zero-sum competition and embracing a spirit of mutual understanding and respect. It means acknowledging that our fates are intertwinedand that the success of one nation is inextricably linked to the well-being of others.Central to this concept is the principle of mutual benefit and win-win cooperation. Instead of viewing international relations as a constant struggle for dominance, we must strive to identify areas of shared interest and work together to achieve mutually beneficial outcomes. This could take the form of joint efforts to combat climate change, promote sustainable development, or enhance global public health infrastructure.Equally crucial is the commitment to upholding the principles of sovereignty, territorial integrity, andnon-interference in internal affairs. A community of shared future is not a call for a one-size-fits-all approach or the imposition of external values. Rather, it recognizes the rich diversity of cultures, traditions, and developmental paths, while fostering an environment of mutual respect and understanding.As students, we have a unique opportunity to shape this vision and contribute to its realization. Our generation has grown up in a world that is more connected than ever before, exposed to a wealth of diverse perspectives and experiences. We have witnessed firsthand the power of technology to break down barriers and facilitate cross-cultural exchange.It is incumbent upon us to embrace this global mindset and actively engage in building bridges across nations and communities. We can do this by seeking out opportunities for international collaboration, whether through academic exchanges, virtual classrooms, or participation in global forums and initiatives.Moreover, we must cultivate a spirit of empathy and curiosity, actively seeking to understand and appreciate different cultures and worldviews. This could involve learning new languages, immersing ourselves in diverse literature and art, or simply engaging in open and respectful dialogue with those from different backgrounds.Ultimately, the path towards a community of shared future requires a collective effort, one that transcends borders, ideologies, and generations. It is a journey that will demand patience, persistence, and a willingness to challenge long-held assumptions and biases.Yet, the potential rewards are immense. By embracing this vision, we can create a world where cooperation and mutual understanding are the norm, where conflicts are resolved through dialogue and diplomacy, and where the collective potential of humanity is unleashed for the betterment of all.As a student, I am filled with hope and determination. I envision a future where our children and grandchildren inherit a world that is more just, more prosperous, and more united than the one we know today. A world where the barriers that once divided us have been replaced by a shared commitment to peace, progress, and human dignity.The road ahead will be long and arduous, but the pursuit of a community of shared future is a cause worthy of our collective effort. Let us embrace this vision and work tirelessly to make it a reality, for the sake of our generation and those yet to come.篇3Building a Community of Shared Future for MankindIn today's increasingly interconnected world, the fates of nations are intertwined like never before. The challenges we face, from climate change and resource scarcity to economic instability and conflicts, transcend borders and require collaborative solutions. It is in this context that the concept of building a "Community of Shared Future for Mankind" has emerged, calling for a new model of international relations based on mutual respect, fairness, and win-win cooperation.As a student, I cannot help but feel both excited and daunted by the prospect of being part of this global endeavor. On one hand, the idea of fostering greater understanding and unity among diverse nations and cultures resonates deeply with the ideals of my generation. We have grown up in a world where information flows freely, and barriers of distance and language seem to dissolve with each technological advancement. The internet has brought us closer together, allowing us to connect with people from all corners of the globe, exchange ideas, and gain insights into different ways of life.On the other hand, the reality of achieving such a lofty goal can seem overwhelming. Centuries of mistrust, conflicts, and competing interests have created deep-rooted divides that will not be easily bridged. Nationalism and protectionism still hold sway in many parts of the world, fueled by fears of losing cultural identity and economic advantages. Moreover, the complexities of global governance, with a multitude of stakeholders and divergent priorities, present formidable challenges to coordinated action.Yet, despite these obstacles, I remain hopeful that our generation can make meaningful strides towards building a Community of Shared Future for Mankind. We are the first trulyglobal generation, exposed to diverse perspectives and driven by a desire to create a more just and sustainable world. Our education has equipped us with the knowledge and critical thinking skills to navigate complex global issues, and our fluency in technology allows us to collaborate and mobilize across geographical boundaries.One of the key pillars of this shared future must be a commitment to environmental sustainability. The health of our planet is a common concern that transcends national borders, and it is our collective responsibility to address the existential threat of climate change. By transitioning to renewable energy sources, promoting sustainable consumption and production patterns, and protecting our ecosystems, we can safeguard the planet for future generations and foster greater cooperation among nations.Equally important is the promotion of economic and social development that is inclusive and equitable. Poverty, inequality, and lack of access to quality education and healthcare are not only moral issues but also potential sources of instability and conflict. By investing in human capital and creating opportunities for all, we can build a more prosperous and resilient global community.Furthermore, we must champion the values of human rights, democracy, and the rule of law, which are essential for maintaining peace and stability. Respecting the dignity and freedoms of all individuals, regardless of their backgrounds or beliefs, is not only a moral imperative but also a prerequisite for fostering understanding and cooperation among diverse cultures.Achieving these ambitious goals will require a concerted effort from all sectors of society – governments, civil society organizations, businesses, and individuals alike. It will necessitate a shift in mindset, away from narrow self-interest and towards a recognition of our shared humanity and interdependence.As students, we have a crucial role to play in this endeavor. We can start by educating ourselves on global issues and cultivating a deeper appreciation for diverse perspectives. Engaging in open and respectful dialogues with peers from different backgrounds can help us understand the complexities of these challenges and develop empathy and cultural sensitivity.Moreover, we can leverage our creativity and innovative thinking to propose novel solutions to global problems. Our fresh perspectives, unencumbered by traditional biases, can offervaluable insights and inspire new approaches to long-standing issues.Additionally, we can harness the power of technology and social media to amplify our voices and mobilize collective action. By sharing our ideas and experiences, we can raise awareness, inspire others, and build momentum for positive change.Ultimately, the pursuit of a Community of Shared Future for Mankind is not merely an idealistic vision but a pragmatic necessity. In an increasingly interconnected world, our fates are inextricably linked. The challenges we face know no borders, and their consequences affect us all. By working together, respecting our differences, and embracing our shared humanity, we can create a more peaceful, prosperous, and sustainable world for all.As a student, I am filled with both a sense of responsibility and a sense of hope. The path ahead will not be easy, but our generation has the knowledge, the passion, and the determination to make a lasting difference. Let us seize this opportunity to shape a better future, one where nations and peoples work together in harmony, respecting diversity while celebrating our common humanity. The journey towards a Community of Shared Future for Mankind begins with each of us, and it is a journey worth taking.。

Classic Writings in Educational Technology1. Instructional Technology Foundations (7)1.1 Dale, Edgar (1946). Audiovisual Methods in Teaching (1st ed.). New York: Dryden Press. Part I,pp.2-66.1.2 Heinich, R. (1984). The proper study of instructional technology. Educational Communication andTechnology Journal32 (2), 67-87.1.3 Eraut, Michael. (1994). Educational technology: Conceptual frameworks and historical development.In Torsten Husen, & T. Neville Postlethwaite (Eds.). The International Encyclopedia of Education (2nd ed). Oxford: Elsevier Science.1.4 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapters 1 & 2 inInstructional Media and Technologies for Learning (6th ed.). Columbus, OH: Prentice-Hall.1.5 Clark, Richard E. (1983). Reconsidering research on learning from media. Review of EducationalResearch 53(4), 445-459.-This analysis opened the debate about whether media or methods were more directly responsible for learning outcomes1.6 Kozma, Robert B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.-A major updating and reanalysis of media research from a cognitive perspective; written asa rebuttal to Clark (1983).1.7 Clark, Richard E. (1994). Media will never influence learning. Educational TechnologyResearch & Development 42(2), 21-29.-A response to Kozma (1991).2. Learning and Instruction (10)2.1 Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard educational review24,86-97.2.2 Skinner, B.F. (1968). Why teachers fail. Chapter 5 in The technology of teaching. New York:Appleton-Century-Crofts.2.3 Lockee, B., Moore, D., & Burton, J. (2004). Foundations of programmed instruction. In D.H.Jonassen (Ed.), Handbook of research on educational communications and technology, 2nd ed. (pp.545-569). 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M. (1984).Instructional development: The social implications of technical interventions. In R. K. Bass, & C.R. Dills (Eds.), Instructional development: The state of the art II. Dubuque, IA: Kendall Hunt. 3.5 Silber, K.H. (1998). The cognitive approach to training development: A practitioner’s assessment.Educational Technology Research & Development 46:4, 58-72.3.6 Duffy, Thomas M. & Cunningham, Donald J. (1996). Constructivism: Implications for the design anddelivery of instruction. In David H. Jonassen (Ed.). Handbook of Research for EducationalCommunications and Technology. New York: Macmillan.3.7 Willis, J. & Wright, K.E. (2000, March-April). A general set of procedures for constructivistinstructional design: The new R2D2 model. Educational Technology, 5-20.3.8 van Merrienboer, Jeroen J.G.; Clark, Richard E.; & de Croock, Marcel B. M. (2002) Blueprints forcomplex learning: The 4C/ID-Model. Educational Technology Research and Development 50:2, 39-64.3.9 -A si mplified version of van Merrienboer’s lesson framework is found in Merrill, M. David. (2002, August).A Pebble-in-the-Pond Model for instructional design, Performance Improvement 41:7, 39-44.4. Implementation and Change (4)4.1 Kerr, Stephen T. (2004). Toward a sociology of educational technology. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.4.2 van den Akker, J. (1994). Designing innovations from an implementation perspective. In Husen,Torsten & Postlethwaite, T. Neville. (Eds.). The International Encyclopedia of Education. 2nd ed.Oxford, U.K.: Elsevier Science.4.3 Cuban, Larry; Kirkpatrick, Heather; & Peck, Craig. (2001). High access and low use of technologiesin high school classrooms: Explaining an apparent paradox. American Educational ResearchJournal 38:4 (Winter), 813-834.4.4 Clayton, John S. (1979). 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Theoretical rationale for the visual instruction movement. The Evolution ofAmerican Educational Technology. Englewood, CO: Libraries Unlimited, pp. 140-143.6.3 Braden, Roberts A. (1996). Visual literacy. In David H. Jonassen (Ed.). Handbook of Research forEducational Communications and Technology. New York: Macmillan.6.4 Hartley, James. (2004). Designing instructional and informational text. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.6.5 Moore, David M.; Burton, John K.; & Myers, Robert J. (2004). Multiple-channel communication: Thetheoretical and research foundations of multimedia. In David H. Jonassen (Ed.). Handbook ofResearch for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: LawrenceErlbaum Associates.6.6 Shneiderman, B. (1992). Designing the User Interface: Strategies for effective human-computerinteraction. 2nd ed. Reading, MA: Addison-Wesley.6.6 A Chapters 16.6 B Chapters 26.6C Chapters 136.6D Afterword,6.6E, pp. 72 -73.6.7 Winn, William (1993). Perception principles. Chapter 2 in Malcolm Fleming & W. Howard Levie(Eds.), Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications.7. Digital Technologies (4)7.1 Romiszowski, Alexander & Mason, Robin. (2004). Computer-Mediated Communication. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.7.2 Hill, Janette R.; Wiley, David; Nelson, Laurie Miller; & Han, Seungyeon. (2004). Exploring Researchon Internet-Based Learning: From Infrastructure to Interactions. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ:Lawrence Erlbaum Associates.7.3 Shapiro, Amy & Niederhauser, Dale. (2004). Learning from Hypertext: Research Issues and Findings.In David H. Jonassen (Ed.). Handbook of Research for Educational Communications andTechnology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.7.4 Hannafin, Michael J. & Rieber, Lloyd P. (1989). Psychological foundations of instructional design foremerging computer-based instructional technologies,7.4A Part 1. Educational Technology Research & Development, 37(2), 91-1017.4B Part 2. ETRD, 37(2), 102-114.8. Distance Education (7)8.1 Holmberg, Börje. (2003). A theory of distance education based on empathy. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrence Erlbaum Associates.8.2 Teaching at an Internet Distance: The Pedagogy of Online Teaching and Learning, (1999). TheReport of a 1998-1999 University of Illinois Faculty Seminar. Available at/tid/report/.8.3 Institute for Higher Education Policy. (2000, April). Quality on the Line: Benchmarks for Success inInternet-Based Distance Education. Available at: /Pubs/PDF/Quality.pdf.8.4 Hannafin, Michael; Hill, Janette R.; Oliver, Kevin; Glazer, Evan; & Sharma, Priya. (2003). Cognitiveand learning factors in Web-based distance learning environments. In Michael G. Moore & WilliamG. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.5 Bonk, Curtis J. & Dennen, Vanessa. (2003). Frameworks for research, design, benchmarks, training,and pedagogy in Web-based distance education. In Michael G. Moore & William G. Anderson(Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.6 Naidu, Som. (2003) Designing instruction for e-learning environments. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.7 Bates, A.W. (1994). Distance education. In Torsten Husen & T. Neville Postlethwaite. TheInternational Encyclopedia of Education. 2nd ed. Oxford: Elsevier Science.9. Soft Technologies (5)9.1 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapter 12, Processtechnologies in Instructional Media and Technologies for Learning (6th ed.). Columbus, OH:Prentice-Hall.9.2 Grabinger, R. Scott. (1996). Rich environments for active learning. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology. New York: Macmillan. 9.3 Gredler, Margaret E. (2004). Games and simulations and their relationships to learning. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.9.4 Albanese & Mitchell (1993). Problem-based learning: A review of literature on its outcomes andimplementation issues. Academic Medicine 68(1), 52-81.9.5 Schwen, Thomas M.; Goodrum, David A; & Dorsey, Laura T. (1993). On the design of an enrichedlearning and information environment (ELIE). Educational Technology 33(11), 5-9.10. 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