drupa2008大宗票据数码印刷机年

Andy：在过去几个月里,Julie和我参加了一些行业分析的活动,在这些会议上,供应商预先展示了他们将在drupa2008上展示的技术。发布的消息所针对的最重点内容．以及所得到的大多数业界分析家的反应都是有关大宗票据印刷机的。     

The Role of Effective Modeling in the Development of Self‐Efficacy: The Case of the Transparent Engine*

Computing technology augments learning in education in a number of ways. One particular method uses interactive programs to demonstrate complex concepts. The purpose of this article is to examine one type of interactive learning technology, the transparent engine. The transparent engine allows instructors and students to view and directly interact with educational concepts such as Web‐enabled software development. The article first presents a framework describing transparent engines. The framework details four types of transparent engines: (1) enactive mastery/manipulatable, (2) enactive mastery/nonmanipulatable, (3) vicarious experience/manipulatable, and (4) vicarious experience/nonmanipulatable. Following this, we present the results of an experiment designed to examine this framework by testing its predictions for one quadrant, vicarious experience/nonmanipulatable. The results support the framework in that students taught concepts with the aid of the vicarious experience/nonmanipulatable transparent engine had significantly higher domain‐specific self‐efficacy compared to those taught the same concepts without this tool.     

An Eye for an I: Neil Gaiman’s Coraline and Questions of Identity

This paper sees Neil Gaiman’s Coraline as following a darker tradition in children’s literature, most commonly found in the fairy tale. It explores some of the existential issues that concern us all: to do with identity, sex, death, ontology, evil, desire and violence. The article takes a largely psychoanalytical approach, showing how Freud’s concept of the Uncanny is particularly helpful in explaining both the text’s appeal, and its creepy uneasiness. Namely, our fears about existence and identity as separate beings: our worry that we will either not be noticed (being invisible and isolated), or we will be completely consumed by the attention of another. Lacan’s concepts of the Symbolic and the Real provide the theoretical underpinning for this reading, together with Kristeva’s notion of the abject.

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.