海德堡打造全新数字印刷

相信最近的一些新闻报道对于海德堡而言并非什么好消息．舆论大肆宣扬受经济危机影响而惨遭重创的印刷市场，报道众多印刷设备供应商因为订单急减而在收益上大幅缩水。近日在德国财经的报纸上甚至有传言宣称海德堡和曼罗兰正在着手讨论合并的可能性．而两家公司都不愿就此发表任何评论。然而上周还有一件非常有趣的新闻是海德堡的创新项目Linoprint。     

The Shift from Teaching to Learning: Staff Recruitment and Careers Development Policies for the Universities of the Twenty‐First Century

This article examines some of the contextual factors underlying the move from teaching to learning in universities over the next two decades. It considers the major characteristics of and elements in emerging learning processes. It assesses the likely impact of the above on personnel policy and practice in universities and suggests some broader organizational issues for universities as a consequence of the analysis. The article draws on research conducted by the author for two recent international studies, sponsored by the Association of European Universities and UNESCO, and on perspectives derived from various strategic evaluation exercises undertaken under the auspices of CRE.     

'It Would Have Been Bad': The Development of Historical Imagination and Empathy in a Group of Secondary Aged Pupils with Severe Learning Difficulties

Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils.     

The Credentials of Brain‐Based Learning

This paper discusses the current fashion for brain‐based learning, in which value‐laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities.