2008年票据印刷业展望

OutputLinks是世界HVTO（high volume transaction output，大批量票据印刷）领域重要的信息资源公司之一，目前其已与科印传媒建立了合作伙伴关系。《数码印刷》杂志将从本期起，增设OutputLinks专栏，刊登来自OutputLinks的精彩报道，为中国印刷界，特别是票据印刷领域的专业人士提供更高质量的资讯服务。本期专栏．OutputLinks公司首席执行官Andy Plata先生、首席运营官Julie Plata女士将和大家分享他们对票据印刷行业的观点和看法。     

美国总统竞选带给印刷业的启示

Andy：2009年1月20日，美国第44任总统就职。这次历史上首位非洲裔美国总统的就职典礼吸引了全世界的目光，成为电视史上最受人关注的事件。美国参议员Dtanne Feinstein称这次就职典礼为“世界的就职典礼”。我和Julie也认为它是世界上最具影响力的跨媒体宣传运动之一。     

Learning Both Ways

Few accounts of drama projects and their value for pupils with moderate learning difficulties and other types of special educational needs have appeared in the journal. Andy Kempe, lecturer in drama in education, Reading University, helps to fill this gap by giving an evaluative account of a TVEI-funded drama project which he coordinated.     

Exploring the Relationship between Calibration and Self-Regulated Learning

The calibration and self-regulated learning literatures were reviewed. Calibration is a measure of how accurately individuals assess their confidence in their own knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete tasks. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. Different levels of calibration might suggest different applications of self-regulated learning or different phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated. Determining whether self-regulated learners can and should become well calibrated also is an important instructional design issue. Suggestions for research are presented.     

Learning to Teach Science: The Curriculum of Student Teaching in Hiroshima "Attached" Schools

Journal of Science Teacher Education -     

Seeking the Passionate Career: First‐in‐Family Enabling Students and the Idea of the Australian University

This paper examines the idea of the university from the first‐in‐family enabling students’ perspective. It provides an overview of the current crisis of meaning in scholarly commentary that points to a spectrum of meanings about the university. This spectrum ranges from the ancient imaginary of the monastic university as ‘ivory tower’ to the instrumental idea of the entrepreneurial university. The analysis then reports on the idea of the university in over 40 interviews and surveys of first‐in‐family enabling students who attended two large regional Australian universities in 2014. Their metaphorical understandings of the university constitute a powerful imaginary about what a university is and can do for individuals and the wider society. For many, the resolution of the individualistic passion for knowledge of ‘ivory tower’ studies and the commitment to the social and economic usefulness of the fully engaged entrepreneurial university can be found in the pursuit of the passionate career.     

The Sexualized Girl: A Within‐Gender Stereotype Among Elementary School Children

Two studies (conducted in 2013) examined whether elementary‐aged children endorse a within‐gender stereotype about sexualized girls. In Study 1, children (N = 208) ages 6–11 rated sexualized girls as more popular but less intelligent, athletic, and nice compared to nonsexualized girls. These distinctions were stronger for girls and older children, and in accordance with our developmental intergroup theoretical framework, were related to children's cognitive development and media exposure. Study 2 (N = 155) replicated the previous findings using more ecologically valid and realistic images of girls and further explored individual differences in the endorsement of the sexualized girl stereotype. Additional results indicated that the belief that girls should be appearance focused predicted their endorsement of the sexualized girl stereotype.     

Computationally rational agents can be moral agents

Ethics and Information Technology - In this article, a concise argument for computational rationality as a basis for artificial moral agency is advanced. Some ethicists have long argued that...     

When the atmosphere warms it rains and ice melts: seventh grade students’ conceptions of a climate system

Although many environmental and science educators have explored students’ conceptual understandings, misconceptions, and knowledge of the greenhouse effect, global warming, and climate change, few have investigated the ways students conceptualize climate as a system or how components of the system influence climate. Therefore, the purpose of this study was to begin the process of understanding how US students conceptualize a climate system. A total of 42 seventh grade students (ages 12–13) from the Midwest completed an open-response task. From the inductive analysis of student written responses, 22 codes emerged that reflected students’ conceptions of the climate system. From these codes, three path diagrams were constructed that illustrate these students’ conceptions about how a climate system influences climate and how greenhouse gases and global warming impact the climate system. A generalized model of students’ conception of a climate system was generated. Students in this study conceptualized a climate system in a unidirectional, linear, cause and effect relationship that emphasized the atmospheric component of the climate system.