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1.
Design and problem solving are central to technology and have distinguished learning in technology from other curriculum areas. This research investigated how expert technologists learn design and problem solving through experience. Data was collected from four expert technologists and this information was analysed using learning theories that focus on learning through experience—that is experiential learning theory, situated cognition, distributed cognition and activity theory. This framework of analysis provided evidence that learning through experience is central to these experts’ development and justify a broader construct of experience than normally associated with hard materials. This information supports curriculum development in hard materials technology that employs a wide range of experiences and provides justification for curriculum developers and teachers to justify, inform and develop effective design and problem solving learning programmes focussed on a broadened construct of experience.  相似文献   
2.
ABSTRACT

Firms are increasingly drawing on corporate social responsibility (CSR) in their employer branding to improve attractiveness and engage current and potential employees, and to ensure consistency in employee brand behaviours. However, there is a dearth of literature synthesising CSR and employer branding research to understand employee engagement with CSR-firms from a branding perspective. In this article, the authors carried out an integrative literature review of CSR and employer branding literatures. Informed by signaling theory, the authors develop a conceptual model of the CSR employer branding process as a cohesive view from the potential and current employee perspective. Our review highlights the need for firms to achieve CSR consistency in terms of (a) embeddedness of CSR values, and (b) levels of internal CSR. These two factors frame a typology that enable managers to better execute their CSR employer brand identity to achieve favourable results, such as a high-quality talent pool and positive affective, cognitive and behavioural employee outcomes.  相似文献   
3.
A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors were performed. A logistic regression for full-time students indicates several significant determinants of student withdrawal: returning to school after working for some time, enrolment in a non-first choice programme, dissatisfaction with programme choice and courses, and low grade point average (GPA). For part-time students, low GPA is the main explanatory factor for student withdrawal. Other factors appear to be instrumental in withdrawal decisions, such as management of external resources (time and family responsibilities) for women. The results suggest that students would benefit from university support services to acquire learning strategies that improve perseverance. Lastly, in-class learning activities that help bolster grades could decrease student withdrawal rates.  相似文献   
4.
This paper tells the story of how two biotechnologists used models, one working as a technologist and the other as a scientist. These stories were collected during the development of the key ideas about the nature of technology and technological knowledge during the latest curriculum development in New Zealand. Their stories of how and why they used models provided insight into the different role of modelling in technology and science. This difference can be linked to the fundamental difference between technology as a discipline that attempts to intervene in the world and create something other, and science as a discipline that attempts to explain the world. The stories illustrate the differences in the purpose, outcome and the underpinning reasoning across technology and science. We suggest that using such stories supports learning about the nature of technology and the nature of science and provides an opportunity to add a critical dimension to the development of technological literacy and scientific literacy.  相似文献   
5.
6.
In this paper, we question the role of added fats on health disparities in the French case and its policy implications. Since low-status populations are proven to have more nutritional pathologies, can we evidence fat consumption specificity in poor populations? We first verify the strong sensitivity of fat consumption to income and education, criteria which both characterize deprived populations. We estimate a demand system taking into account the selection issue. For this we propose a modification of the Shonkwiler and Yen's procedure which, unlike Heckman's, allows participation on every market of products to be controlled for. We use the latter procedure on a set of seven fat categories which have different, including opposite, health attributes. Our results show that segmentation following income and/or education essentially affects price elasticities. This offers different perspectives for health policies. Controlling fat consumption through prices appears easier among low-income households than among low-education households.  相似文献   
7.
This paper presents some estimates of international trade in banking services. We use IMF data on assets and liabilities of both domestic banks and non-banks with foreign banks, and of foreigners with the domestic banking system to construct measures of the volume of transactions on which banking intermediation services are provided across national borders. We then use estimates of the spread between borrowing and lending rates for depositors and borrowers with the financial institutions involved to estimate the value of international flows of intermediation services. Estimates are presented for 1982–84 and 1991–93 for the U.S., the U.K., and Canada.  相似文献   
8.
In this paper we describe a micro consistent data set for Canada for 1972, assembled with general equilibrium tax policy analysis in mind. We stress the methodology used and in a number of tables report its main features.
In the data set the separate detail contained in input-output transactions tables, national accounts, household income and expenditure data, taxation statistics, foreign trade statistics, flow of funds and other sources is adjusted for mutual consistency. The final result is a micro consistent data set in which demands equal supplies for all products, zero profit conditions hold for industries and all agents' demands satisfy their budget constraints.
The motivation for data assembly is the currently widely used practice of calibrating "empirical" general equilibrium models so as to exactly reproduce a base year data observation as an equilibrium model solution. This procedure enables empirically based models to evaluate counterfactual equilibria in a way which corresponds to comparative static analysis in theoretical literature.
More detail on the data set is available on request in appendices deleted from the published version of this paper due to space constraints.  相似文献   
9.
刘楠   《技术经济》2020,(5):53
20世纪80年代,瑞典农业科学大学风景园林系教 授罗朗·古斯塔文森在阿尔纳普校区创建风景实验室,融汇三 脉斯堪的纳维亚风景园林的历史源流,即农林、早期自然保护 与城市公园,系统性、全尺度地探索一片幼林地风景的创造性 管理。风景实验室将林地规划为多林分组合,作为营林、风景 园林设计与教学,以及公共游览的同一场所,因循植物景观的 自然形态与活态结构,善用林室氛围景观,实践一种协同营 林、生态保育和风景审美效用的管理式设计,为发展多用途城 市林地提供创新实验场所。在风景实验室教研组发表的项目论 文与报告书等文献资料的基础上,说明主要实验原则与方法, 解析创造性管理的风景园林设计主线,简述由风景实验室延伸 出的设计概念与项目。  相似文献   
10.
This research investigated how secondary school technology teachers planned and implemented units that enabled students to access authentic technological practice through their contact with a community of practice (CoP). It was found that when teachers plan to access a community of practice for their students a complex dance-style relationship develops between the three parties involved. Unplanned interactions can have a significant effect on the planned teaching unit. If teachers are reflexive to the demands of the student and the CoP representative, there is the potential for the development of teaching programmes with technological outcomes that reflect authentic technological practice.  相似文献   
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