An evaluation of an alternative placement experience for students undertaking primary initial teacher training

This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3–11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age phase they were training to teach. The analysis is based on a cohort evaluation of the placement (170 students). Data were collected in two ways: through students’ written reflections and their identification of the standards required for Qualified Teacher Status that they experienced. This approach was selected owing to the strong expectations by the UK Government to meet set criteria to qualify as a teacher. There is one direct reference in the standards to learning outside the classroom, but it was found that the students considered they had benefited from the alternative placement by offering opportunities for their professional and personal development in many more areas. The research study found that these areas included learning from other experts, working with colleagues, gaining confidence to teach, experiencing other cultural settings, working with children in informal settings, the importance of personalising learning and, in some cases, experiencing second language teaching.     

4种VLSI标准单元初始布局生成算法及其比较

由于超大规模集成电路（VLSI）标准单元布局问题的高度复杂性,选择适当的初始布局生成算法成为能否在合理的运行时间内获得高质量布局结果的关键因素之一.首先介绍了VLSI标准单元布局问题和优化目标的数学模型.在此数学模型的基础上,给出了4种标准单元初始布局生成算法基本思想及其详细的步骤.对这4种初始布局算法在标准测试例子上的实验结果进行比较,分析它们作为启发式算法初始种群的有效性.     

Finding out more about teacher candidates' prior knowledge: implications for teacher educators

While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.     

‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths,challenges and a model for support

This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3‐year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co‐ordinate and implement specific reasonable adjustments as required by UK legislation 1 .     

对冰箱中微生物喜恶情况的研究

冰箱并不是＂保险箱＂,冰箱冷藏仅可用于食品及原料暂时保存,时间稍长便可能招致嗜冷菌的生长繁殖进而导致食品腐败变质而中毒。研究冰箱中微生物生长所需的最佳生长碳源、氮源及初始pH值对防止用冰箱冷藏食品所引起的食品变质提供一定的参考作用。     

高温与持续荷载的复合作用对防水卷材拉伸性能的影响

以防水层卷材为研究对象,对70℃条件下受持续荷载作用后Pvc防水卷材拉伸性能的变化进行了实验考察和分析。结果表明：（1）在70℃高温条件下,初始伸长率越大,持续荷载对PVC防水卷材拉伸性能的影响越大。初始伸长率为57．4％时,卷材的断裂伸长率降低超过70％,平均拉伸强度上升了71．8％。（2）在70℃高温条件下,持续时间在1～7d范围内,持续时间对PVC防水卷材的断裂伸长率和拉伸强度影响不明显。     

创业板上市公司的内在价值与IPO定价效率

以创业板首批28家上市公司为研究样本,选择修正的F-O模型,利用上市公司的实际盈利数据和分析预测数据,对上市公司IPO定价前的内在价值进行测算,据此分析创业板上市公司IPO定价的效率。研究结果发现,样本创业板上市公司的IPO价格高于其内在价值50%以上,创业板IPO市场存在明显的溢价发行现象。该研究结论对于提高我国创业板IPO市场的定价效率具有重要的理论价值和现实意义。     

Second Chance Programmes: a response to educational needs in compulsory education

This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the current Social Guarantee Programmes (SGPs) are examined, as are the characteristics of the young people who participate in them. The Programmes of Initial Vocational Qualification (PCPI) envisaged in the most recent educational legislation are also discussed. Having identified the key factors which the empirical studies suggest influence the effectiveness of these programmes in addressing the educational needs and training deficiencies of the young people involved, a number of proposals are presented in connection with the training needs of teaching staff. The paper concludes with a number of proposals for improving the educational response to the challenges that the new perspectives and expectations raise for the development of a system of inclusive education to overcome the education deficits of the young people concerned.