Comparative Analysis of Dance Education and Teaching between Colleges and Universities in China and South Korea — Using Zhaoqing University in China and Gyeongsang National University in South Korea as Examples

With the increase in demand for art education and art culture, dance education at universities is being paid more and more attention. At present, in addition to colleges and universities majoring in dance, many comprehensive colleges and universities have quickly incorporated dance majors into their curricula, which has promoted the development of dance as a discipline, but also produced many problems. Zhaoqing University and Gyeongsang National University are two local comprehensive universities offering dance majors in China and South Korea. This paper compares the dance education and teaching levels of the two universities from the perspective of professional development history, discipline construction and education and teaching courses. It also analyzes existing problems, and proposes that we should continuously improve the training programs for dance students and encourage professional development of dance teachers, while encouraging the construction of hardware facilities and paying attention to the educational role of Folk Dance, so as to further improve the dance education and teaching quality of local comprehensive colleges and universities.

On the Application of Translation Quality Assessment Model in MTI Teaching

The 21st century is an era of globalization with rapid development of information technology and there are more and more close exchanges among countries. Under this background, the importance of translation is self-evident, and MTI (Master of Translation and Interpreting) teaching, which is closely related to it, has also attracted increasing attention. On the whole, after over ten years of development, translation teaching in China has begun to take shape. Both major foreign language colleges and foreign language departments of various comprehensive colleges have set up corresponding translation courses. But at present, the teaching effect of MTI is far from satisfaction. Based on the translation quality assessment model of Malcolm Williams, the necessity and possibility of the application of the translation quality assessment model in MTI teaching is explored, and the concept of the application of the translation quality assessment model in the classroom is put forward, aiming to establish an objective and effective evaluation system in MTI teaching so as to further promote the development of MTI teaching.

综合性高校“95后”大学生心理健康追踪研究及思考 ——以长江大学为例

目的：了解综合性高校“95后”大学生群体的心理健康及其发展状况。方法：以长江大学2013级至2016级28512名学生为研究对象，在各年级进校时采用SCL-90和16PF进行测评，在其大二下学期时再次进行SCL-90测评。结果：（1）“95后”大学生大一入校时SCL-90检出率排名前三的因子是强迫症状、人际关系敏感和抑郁，大二下学期时检出率排名前三的因子是强迫症状、人际关系敏感和其他。（2）学生入校一年半后，SCL-90总分和强迫症状、人际关系敏感、抑郁、焦虑、敌对、恐怖、偏执、精神病性8个因子的得分均呈现显著下降（p<0.001）。（3）16PF测评结果既没有呈现出低分特征（1-3分），也没有呈现出高分特征（8-10分）。 Objective: To understand the mental health and development of “after-95” college students in comprehensive colleges and universities. Methods: A total of 28512 students from class 2013 to class 2016 in Yangtze University were selected as subjects of study, and evaluated twice by SCL-90 and PF16. Results: (1) The top three factors of SCL-90 detection rate of afterr-95 freshmen were obsessive-compulsive symptoms, interpersonal sensitivity and depression. The top three factors in the second semester of sophomore year were obsessive-compulsive symptoms, interpersonal sensitivity and others. (2) After one and a half years of enrollment, the total score of SCL-90 and eight factors, including compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis, decreased significantly (p < 0.001). (3) The results of 16PF showed neither low score (1-3 points) nor high score (8-10 points).

How to Support and Expand Strong, Existing Study-Abroad Programs: The Elon College Experience

Since the beginning of Elon College’s study-abroad program 30 years ago, it has been an ever-expanding part of the Elon academic program. Indeed, 46 percent of May 1999 Elon graduates participated in study abroad, ranking Elon second in the country among comprehensive colleges and universities for the percentage of students who study abroad. This short article summarizes some recent activities undertaken at Elon College that support its strong study-abroad program. Cost and time commitment vary by activity.

Unraveling the Complexity of the Increase in College Grades From the Mid-1980s to the Mid-1990s

To determine the factors contributing to the widely reported increase in average undergraduate grades, data were analyzed from students from two different time periods: 22, 792 students in the mid-1980s and 29,464 in the mid-1990s. After controlling for student background characteristics and institutional characteristics, it appears that undergraduate grades increased across different types of institutions and major fields, but the increases were not of the same magnitude or due to the same factors. Evidence of grade inflation was found only at research universities and selective liberal arts colleges, while grade deflation occurred at general liberal arts colleges and comprehensive colleges and universities and in the humanities and social sciences. Also contributing to the increase in grades were changes in student characteristics and subtle adjustments in grading reward structures at all institutional types and for all major field clusters. In general, grading reward structures favored White students, female students, and upper-division students. Equally important, students 'academic effort was rewarded consistently across time at all institutions and major fields, with students who invested more time and effort in their studies reporting higher grades.