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101.
The Pitt-Kraft model of buying versus photocopying results in a small, but complex, nonlinear program. This paper identifies a Kuhn-Tucker point and demonstrates that for certain parameter values it is not optimal. A policy generation procedure is presented; the purpose is to prevent convergence of a primal algorithm to this inferior policy, which satisfies the Kuhn-Tucker optimality conditions. 相似文献
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Tertiary Education and Management - Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as... 相似文献
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Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this... 相似文献
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Harvey Goldstein 《比较教育学》2004,40(1):7-14
It is argued that the ambitious programme ‘Education for All’, launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical ‘targets’. Evidence from existing attempts by countries to impose educational targets reveals undesirable side‐effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets. 相似文献
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Katie Finning Kate Harvey Darren Moore Tamsin Ford Becky Davis Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems. 相似文献