Comparisons and Contrasts Between Elementary/Primary ’School Situated Design’ and ’Workplace Design’ in Canada and England

There is a lack of evidence that examines, together, the triad of how teachers in elementary/primary schools are translating curriculum requirements for teaching design, within technology frameworks, in their classrooms, how their students then proceed with design, and how ’school situated design’ relates to ’workplace design’. This paper explores the relationships between designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in schools and in the ’real world’, and children’s, teachers’ and designers’ understanding of design. These are be illustrated by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace. Similarities and differences between evidence from ’school situated design’ and ’workplace design’ and from Canada and the United Kingdom (UK) are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

高职院校服装结构与工艺课程教学改革初探

本文通过探索服装结构与工艺课程中存在的几个主要问题,提出改革的具体措施,即转换思维,合理设置课程,更新教学方法,完善师资建设,以达到教育与市场的融合。     

经济环境与企业社会责任的协同演进研究

回顾了在中国经济改革的不同阶段企业社会责任的发展。1949年～1978年,由于实行高度集中的计划经济以及国有企业一只独秀,而国有企业作为政府的附属机构承担着各级政府指派的各种社会责任,因此在这个时期谈社会责任完全没有必要。即使在1978年～1992年间乡镇企业和私营企业迅速出现,国有企业的情形依然没有改变,而乡镇和私营企业在极端恶劣的社会环境中不得不“头戴红帽”,生存的艰辛远远超过了对社会责任的关注。1993年～2002年,市场经济导向正式确立,但中央“以经济建设为中心”的大政方针和政府系统内部“以经济增长”为核心的考评体系,导致企业社会责任在中国被忽视了。从2002年开始,企业社会责任开始受到了重视,但在现阶段显示三个特点：第一,企业社会责任仍处于起步阶段;第二,经济责任仍然是第一位的;第三,企业承担社会责任是政府导向的。     

Creative Thinking, Values and Design and Technology Education

The development of Design and Technology curricula has always been premised on the importance of the act of designing and of the value of the contingent activity of creative thinking. Despite this, there has been a great deal of uncertainty about methods for developing creative thinking abilities in design and technology students. However, the results of research from cognitive psychology, engineering and invention suggest some promising strategies for application in design and technology classes. Moreover, these strategies are emerging during a time when issues concerning ethics and values are also being raised. This paper presents a brief summary of the research into problem-solving and design. It then explores a range of creative thinking strategies, and of their possible applications in design, and goes on to argue that the strategies and settings that promote creative thinking in design and technology make the area not only one that is suitable for addressing ethics and values, but that it may be one of the major reasons for including design and technology programs in school curricula.     

Pragmatism, Pedagogy and Philosophy A Model of Thought and Action in Action in Primary Technology and Science Teacher Education

This article reports on one outcome from a three-year study with pre-service primary teachers at Goldsmiths' College, University of London. The purpose of the study was to evaluate the influence of participants' prior educational experience and beliefs about the relationship between design & technology (D&T) and science on their lesson planning for these subjects during school placements. Data from the study support a three-domain model of pre-service teachers' thinking and action. When operating within the pragmatic domain, participants are primarily concerned with survival in the classroom, resulting in short-term planning which may contradict their epistemological and curricular beliefs. In the pedagogical domain, the focus shifts from the pre-service teacher themselves and their immediate survival to the learning potential of the activities they plan. There is evidence that some participants have progressed to operating within a philosophical domain, leading to clasroom practice which reflects and re-conceptualises pre-service teachers' core beliefs about the nature of, and relationship between, D&T and science. This revised version was published online in July 2006 with corrections to the Cover Date.     

A review of current A/AS syllabuses in Design and Technology

Concluding remarks It can be seen that the common core has brought a great deal of consistency between the syllabuses. There was a belief that A-levels would be restructured as a result of the National debate about core skills for A-levels, but this now seems to have been shelved. The pressure now is from the evolving form of National Curriculum Technology and the search for continuity and progression and from the developing relationship with other 16–19 courses, e.g. BTEC (Business and Technician education Council). The recent paper by Smithers and Robinson (1992) failed to add very much to the debate as a result of the rather simplistic and divisive view it presented.The review of A and AS-levels in Design and Technology is due to begin in the near future. It is essential that a full representation of the issues and complexities of this field is made so that developments can be soundly based. Design and Technology has made great strides at A and AS-level and it is vital to ensure that this progress is both recognised and sustained through the review process.     

关于军民品协调发展的再思考

关于军民品协调发展问题，笔者曾以《关于军民品协调发展的经济学分析》（刊发于《航天工业管理》2002年第10期）为题做过初步探讨。该文发表后，不期竞引起了一定的反响，更让笔者高兴的是，中国社会科学院文献中心主持编写的《新世纪党政干部理论学习文献》已决定将其全文收录。这一方面说明，军民品协调发展并不是一个似是而非的“伪命题”，而确有进一步探讨的必要；另一方面，当然也激励笔者不揣粗陋在前文的基础上略作引申，以求教于方家。     

Radical Design and Technology Epiphanies: A New Focus for Research on Design Management

The past decade has ushered in a growth of interest on design, both among scholars and practitioners. The consequence has been the development of a wealth of new theories on design, innovation, and design management. After a decade of studies, we have developed significant understanding about how firms may better analyze customer needs through user‐centered design, how they can generate better ideas through brainstorming methods and multidisciplinary teams, how consumers value the form of products. Yet, as often happens in research, many studies have focused on the most visible and measurable forms of design (those connected to the clear processes and methods of user‐centered design). The consequence is that, apart from a few exceptions, the focus of theory development has been on incremental innovation enabled by design: better user interface, improvements, differentiation, nice ideas and features that get rapidly imitated and obsolete. Scholars have often neglected some of the most intriguing forms of design, i.e., when design brings a radical perspective, when it contributes to the redefinition of an industry, and the creation of a new paradigm. In this short note I hope to set the stage for this new frontier of research in design management. In particular I propose two fields of investigation: the role of design to radically innovate the meaning of products and services, and the interaction of radical design with radical technologies, which I call technology epiphanies, i.e., the identification of the most powerful meaning enabled by a breakthrough technology.     

浅谈小学语文教学中创新能力的培养

21世纪是知识经济时代,创新是知识经济的灵魂。小学语文教学作为一门重要的基础学科,则必须在发展学生语文能力的过程中,重视对学生进行创新教育。通过创新教育,开启学生创新的心扉,唤起学生的创新意识,培养学生的创新精神,提高学生的创新能力,为学生成为21世纪的创新型人才全面地打好基础。     

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had ’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements. An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications, they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused, those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their effectiveness in design and technology and their autonomy. This revised version was published online in July 2006 with corrections to the Cover Date.     

Managerial Values Across Cultures: Australia, Hong Kong and the United States

The relationship between personal managerial values and a range of important organisational variables has increasingly been recognised. Personal values are shaped by the wider cultural milieu in which the individual is socialised. Managers from different cultural contexts may therefore be expected to possess different work and business-related values. However, exposure to a more universalistic managerial ethos may also generate a degree of similarity in managerial values across cultural contexts. In order to examine these issues, the values and expectations of managers in Hong Kong (N = 653), Australia (N = 505) and the United States (N = 1,060) were compared. Both differences and similarities were revealed, leading to speculations about the relative impact of culture versus roles on managerial values.     

关于SBS改性沥青配合比设计及施工技术的探讨

SBS改性沥青在现今高等级公路中被广泛使用,其配合比设计与施工技术直接关系到路面的施工质量及使用年限,本文就SBS改性沥青配合比设计及施工技术做初步探讨。     

Designing the Best: A Review of Effective Teaching and Learning of Design and Technology

The role of Design and Technology (D &; T) in schools in England is changing. As from September 2002, D &; T will no longer be compulsory from age 14, but students will have a statutory entitlement to opt to study the subject. These proposed changes have renewed policy-makers' interest in a subject, which was first introduced into the National Curriculum in England and Wales in 1990. It provides the immediate context for a review of the literature published in English on Design and Technology commissioned by the Department of Education and Skills. Four databases were searched: the British Education Index (BEI), Educational Resources Information Centre (ERIC), PsychInfo, and Current Educational Research in the UK (CERUK). This article draws from the findings of the review and focuses in particular on two questions: How can D &; T be delivered effectively and what enhances learning and teaching in D &; T? The reviewers conclude that the factors which enhance effective learning and teaching of D &; T include: adequate equipment and accommodation, appropriate curriculum content and teaching methods, up-to-date continuing professional development for teaching and management support to allow teachers to implement innovative practices. In addition, they suggest a research agenda, which could inform future research in D &; T.