“威尼斯人”东方寻梦

作为一个充满动力的企业家及风险投资者，具有商业创见的艾德森先生五十年来积极拓展美国本土以及海内外多个地方的业务，成就斐然。他成长于波士顿一个贫困的新移民家庭中，来自立陶宛的父亲是出租车司机，母亲在家里从事缝纫杂活。艾德森先生在童年时靠上街卖报纸维生；而他在十二岁已初尝创业滋味。往后数年，他曾先后任职按揭经纪、投资顾问及财务顾问等工作。后来，他更成功创立了超过五十家公司，[第一段]     

Primary/secondary transition and related teacher attitudes to science

There is an increasing call for K-12 continuity in education. This is supported by curriculum policy statements that are designed to cut across the traditional lines of discontinuity, particularly the primary/secondary boundary. However, apart from the different curriculum traditions of the two areas (Primary & Secondary), other major differences still remain. One such difference is the generalist training of primary teachers and the subject-based specialist training of their secondary counterparts. Does this result in attitudinal differences in respect to curriculum development and implementation priorities? This paper goes some way to addressing this question and is based upon interview data obtained from both practising teachers and teacher education undergraduates. The data represent two separate stages of research, one completed and one on-going.     

马来西亚高等职业技术教育问题与挑战

以下内容是在职业教育和技术培训的基本体系内，对马来西亚的高等职业技术教育做的简单介绍。相对较高的国民产值和生产率的提高说明马来西亚的未来将依靠更多资金和科技密集型的生产结构，这在很多方面对于技术有了更高的要求，所以，越来越需要那些理工，高等技术，职业教育与培训机构来帮助培训足够的技术人员，从而满足不断发展的生产结构的需要。针对国家对中等水平技术人才不断增长的需求，本指出了高等职业教育面临的问题与挑战，最后一份进展报告指出，在提供高质量教育和培训的过程中，私营与合作部门的作用越来越强，理工学校规模正在扩大，并有建议成立统一的国家系统，用于管理和协调马来西亚的职业教育和技术培训（TEST）。     

Learn & Shop: An innovation in college credit programming

In the spring 1979, Indiana University-Purdue University at Indianapolis launched the nation's first Learn & Shop College Credit Program in which college-credit courses are offered in training rooms of major department stores in Indianapolis suburban shopping centers. In the fall, 1980, 2, 040 students are enrolled in 86 courses.Convenience is perhaps the organizing principle for Learn & Shop. Beyond the unique opportunities of having regular university credit courses offered in neighborhoods is the extra convenience of being able to admitted, receive counseling, register for classes, pay fees, and buy required textbooks without having to go on campus. As stated in the program's motto, The University Goes to the People so the People Can Go to the University.     

Improving quantitative volumetric analysis skills in first year university chemistry courses

This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems students encountered and what interactions they had with other students and with demonstrators. The data were logged on a Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video data of their laboratory performance after this intervention provides evidence of improved performance. Specializations: academic development in the sciences, evaluation of computer-based learning materials. Specializations: physical chemistry, chemical education at tertiary level. Specializations: design and development of computer-based learning materials. Specializations: electrochemistry, general physical chemistry at secondary and tertiary level. Specializations: chemical education at secondary and tertiary level, theoretical chemistry.     

Learning in science project (teacher development): The framework

The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed in Bell, Kirkwood and Pearson (1990). Specializations: learning theories, curriculum development, equity issues. Specializations: science education, teacher professional development.     

Choosing competency-based,humanistic and self-directed programs: The contribution of personality and reasoning

Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs.