Transpromo实现与客户成功交流     

Pat McGrew 《桌面出版与设计》2008,(2):62-63

在过去的20年里．全世界的公司使用Transpromo（Transpromo=transaction＋promotion,票据广告）已经取得相当的成功。20年!你会认为这不太可能!难道Transpromo技术不需要色彩和数据挖掘以及可变数据印刷吗？事实上．Transpromo有多种不同的形式．从最基本的信息,比如基于客户信息的黑白印刷的声明材料．到最复杂的文档．比如根据客户信息及其需要确定的可变信息、图像．甚至不同的文字大小和格式。  相似文献   

Towards Useful and Dangerous Theories     

Pat Sikes 《Discourse: Studies in the Cultural Politics of Education》2006,27(1):43-51

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Disciplinary regimes of ‘care’ and complementary alternative education     

Pat Thomson  Jodie Pennacchia 《Critical Studies in Education》2016,57(1):84-99

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.  相似文献   

Editorial     

Ian Stronach  Barry Cooper  Pat Sikes  Harry Torrance 《British Educational Research Journal》2007,33(6):813-817

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Intergenerational activities     

McDuffie  Winifred  Buemi  Helen  Patch  Eileen  Nash  Pat  Brown  Sonja 《Early Childhood Education Journal》1983,11(2):9-15

Early Childhood Education Journal - How can we prepare the young children of today for the future, when 20 percent of all Americans will be old? Education about the process of human aging can help...  相似文献   

Quality and change in higher education     

Lewis Elton  Pat Cryer 《Innovative Higher Education》1994,18(3):205-220

There is increasing evidence that the pressures on British universities for greater quality and accountability, linked closely to funding, are leading to loss of quality. These governmental pressures, exerted through the Funding Councils, are wholly different from those applied in a quite separate way from another government source, the Employment Department. This article analyses the nature and effects of the two kinds of pressures in terms of change theory. This also demonstrates that the observed effects were not only largely predictable but to a substantial extent were predicted, and warns of the danger that the resulting deleterious effects may become irreversible.Lewis Elton obtained an M.A. in Mathematics at Cambridge University and a B.Sc. in Mathematics and a Ph.D. in Theoretical Physics at the University of London. He is a Further and Higher Education Adviser to the UK Employment Department and Emeritus Professor of Higher Education at the University of Surrey. His special interests are in the improvement of university teaching and learning; staff development; distance learning; and organizational change in higher education. Pat Cryer obtained a B.Sc. in Mathematics and Physics at the University of Exeter and a Ph.D. in Educational Development at the University of Surrey. She has recently resigned as Professional Adviser of the UK Universities' Staff Development Unit and is now a Consultant in Higher Education. Her special interests are in issues of quality; staff development; and teaching large classes.The opinions expressed in this paper are our own and do not commit the Employment Department.  相似文献   

Linking assessment and teaching     

Pat Hutchings 《Assessment Update》1989,1(1):8-14

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Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective     

Richard Watermeyer  Pat Morton  Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.  相似文献   

Total family care for abusive families     

Pat Samples 《Early Childhood Education Journal》1981,8(3):44-47

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Hypothesis testing in students: Sequences,stages, and instructional strategies     

David Moshman  Pat A. Thompson 《科学教学研究杂志》1981,18(4):341-352

Six sequences in the development of hypothesis-testing conceptions are proposed, involving (a) interpretation of the hypothesis; (b) the distinction between using theories and testing theories; (c) the consideration of multiple possibilities; (d) the relation of theory and data; (e) the nature of verification and falsification; and (f) the relation of truth and falsity. An alternative account is then provided involving three global stages: concrete operations, formal operations, and a postformal “metaconstructive”stage. Relative advantages and difficulties of the stage and sequence conceptualizations are discussed. Finally, three families of teaching strategy are distinguished, which emphasize, respectively: (a) social transmission of knowledge; (b) carefully sequenced empirical experience by the student; and (c) self-regulated cognitive activity of the student. It is argued on the basis of Piaget's theory that the last of these plays a crucial role in the construction of such logical reasoning strategies as those involved in testing hypotheses.  相似文献