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181.
The purpose of this article is to enumerate a series of security steps that might be taken by those researchers or organizations that are contemplating web-based tests and performance assessments. From a security viewpoint, much of what goes on with web-based transactions is similar to other general computer activity, but the recommendations here focus on what can be done to avoid the loss, compromising, or modification of data collected by or stored through the Internet. 相似文献
182.
183.
Mark S. Frankel 《Learned Publishing》2003,16(2):123-128
The American Association for the Advancement of Science carried out a study on intellectual property and electronic journal publishing with the aim of identifying those aspects of the intellectual property regime that facilitate or constrain the effective development of electronic scientific publishing. This paper summarizes the conclusions reached, emphasizes the continuing need to maintain the legal framework offered by copyright law, but makes recommendations both for its modification and in its application to ensure that the potential benefits of electronic publishing are fully realized. The full report by AAAS is posted on the Web at www.aaas.org/spp/sfrl/projects/epub/finalrept.html 相似文献
184.
Mark Blaug 《Economics of Education Review》1985,4(1):17-28
This essay offers a bird's eye view of new directions in the economics of education. An increasing awareness of the socialization function of education, of the screening hypothesis, of the ‘incomplete’ employment contract and of labour market segmentation is leading, it is argued, to a picture of the economic value of schooling which is simply miles removed from the old-fashioned belief that education enhances cognitive knowledge and that employers pay educated people more because they know more. The new way of looking at the economic value of schooling is illustrated by the example of youth training and work experience programmes. 相似文献
185.
Mark Waugh 《The International Journal of Art & Design Education》2003,22(2):168-182
This contribution is an introduction to an online forum, Vivarium, at the new open¦ed web site. The site will be accessible to an audience of: educationalists, artists, producers, development agencies and funding bodies. The forum will discuss the artist as educator, the culture of art in education, and explicitly Live Art as tool for rendering social issues for exploration in the classrooms of the future. In an era of global ecologies of information, offering users data on everything from hydroponics to Derrida's text The Truth in Painting, fertile knowledge is increasingly accessed through non‐hierarchical networks. In such a terrain, a new post‐pedagogical approach to creativity appears essential if we hope to excite, channel and challenge young people. This paper charts a series of critical issues that readers are invited to develop and discuss online, but perhaps more importantly signifies potential topics that might return in a series of subsequent dialogues commissioned by the Arts Council England for Vivarium. The broader aim of Vivarium is to create a context to frame potential initiatives that might be delivered through Creative Partnerships, the unprecedented Arts Council England initiative, promoting cultural and creative activity for young people. 相似文献
186.
This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern world, and the proclivity towards over-protection which these fears precipitate. Rather than treating this hyper-sensitivity as irrational or paranoid, the paper draws on socio-cultural theories and qualitative methods to interrogate how risk is perceived, managed and performed by teachers within an initiative which aims to reintroduce risk into children’s lives. The research found that while these teachers’ motivations to participate in Forest School were derived from a desire to expose children to formative risk-taking in the outdoors, the hegemonic cultural and institutional risk aversion which they were attempting to counter, aligned with their contested occupational identity, created tensions in how they managed and performed risk which militated against the full realisation of a Forest School pedagogy. 相似文献
187.
188.
Mark Coeckelbergh 《Ethics and Information Technology》2007,9(3):219-231
Many philosophical and public discussions of the ethical aspects of violent computer games typically centre on the relation
between playing violent videogames and its supposed direct consequences on violent behaviour. But such an approach rests on
a controversial empirical claim, is often one-sided in the range of moral theories used, and remains on a general level with
its focus on content alone. In response to these problems, I pick up Matt McCormick’s thesis that potential harm from playing
computer games is best construed as harm to one’s character, and propose to redirect our attention to the question how violent
computer games influence the moral character of players. Inspired by the work of Martha Nussbaum, I sketch a positive account
of how computer games can stimulate an empathetic and cosmopolitan moral development. Moreover, rather than making a general
argument applicable to a wide spectrum of media, my concern is with specific features of violent computer games that make
them especially morally problematic in terms of empathy and cosmopolitanism, features that have to do with the connections
between content and medium, and between virtuality and reality. I also discuss some remaining problems. In this way I hope
contribute to a less polarised discussion about computer games that does justice to the complexity of their moral dimension,
and to offer an account that is helpful to designers, parents, and other stakeholders.
An earlier version of this paper was presented at the ACLA 2006 conference in Princeton, 25 March 2006. 相似文献
189.
The purpose of this study is to apply the attribute hierarchy method (AHM) to a subset of SAT critical reading items and illustrate how the method can be used to promote cognitive diagnostic inferences. The AHM is a psychometric procedure for classifying examinees’ test item responses into a set of attribute mastery patterns associated with different components from a cognitive model. The study was conducted in two steps. In step 1, three cognitive models were developed by reviewing selected literature in reading comprehension as well as research related to SAT Critical Reading. Then, the cognitive models were validated by having a sample of students think aloud as they solved each item. In step 2, psychometric analyses were conducted on the SAT critical reading cognitive models by evaluating the model‐data fit between the expected and observed response patterns produced from two random samples of 2,000 examinees who wrote the items. The model that provided best data‐model fit was then used to calculate attribute probabilities for 15 examinees to illustrate our diagnostic testing procedure. 相似文献
190.