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Economic policy in Hong Kong is frequently cited as a shining example of the laissez‐faire model for development, with minimal government intervention. However, the government has played a bigger role in the economy than is often recognized, responding to market failures, social problems, and the needs of the business community. Information technology (IT) policy in Hong Kong has mirrored the colony's laissez‐faire economic strategy, with little government effort to promote the production or use of IT products and services. Hong Kong has become an advanced user of IT in several economic sectors and an assembly site for personal computer hardware. However, like much of the manufacturing sector, the computer industry is moving much of its production to China, causing concern about the future of Hong Kong's economy. While some people feel that Hong Kong can flourish as a financial and business services center, others feel that this role will be diminished as the Chinese economy liberalizes and other centers develop in mainland China. They argue that Hong Kong needs to upgrade its technological capabilities and develop technology‐intensive activities such as R&D and software development to complement China's manufacturing activities. The government has begun to respond with limited measures to encourage R&D, train more scientists, engineers, and managers, and support technology start‐ups. Hong Kong has the potential to develop software and information services industries to serve the Chinese market. It also can apply IT to other sectors to maintain its leadership as a financial, business services, transportation, and communications center. 相似文献
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Christopher Jarman 《Education 3-13》2013,41(1):7-10
This article argues that the teacher is not well served by relying on the construct of self-esteem. Although an important idea in psychological health, self-esteem is not of direct importance to the teacher. More useful constructs would be those of self-concept and self-efficacy; both of which can be related directly to academic achievement. 相似文献
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Valerie Thompson-Ebanks Michelle Jarman 《International Journal of Disability, Development & Education》2018,65(3):286-303
The purpose of this qualitative study is to explore the reasons university students with nonapparent disabilities gave for formally disclosing their disability and seeking the university’s disability services or not and the consequences they associate with their decisions. Conducted in a Mid-western four-year university, nine students with self-identified nonapparent disabilities participated in the study. Qualitative semistructured interviews were conducted to gather in-depth data from participants. A five-stage approach to qualitative data analysis was adapted to analyse the data. The findings indicate positive experiences with formal disability disclosure, but revealed barriers impeding students’ desire to disclose. Recommendations challenge colleges and universities to create an inclusive ethos for all students with disabilities by removing barriers impeding their full participation in academia. 相似文献
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A helping hand for slow learners 总被引：1，自引：0，他引：1
C Jarman 《Special education: forward trends》1977,4(4):11-13
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Worldwide, science education reform movements are stressing the need to promote ‘scientific literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and significant – finding of the study was the very substantial number of statements of knowledge, skill and disposition offered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal. 相似文献
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Despite calls that the school science curriculum should develop among students an ability to understand and respond critically to science‐related media reports, very little research has been directed toward an important matter relevant to that aim, namely, how children and young people, untutored, react to science in the news. This study sought, in the context of media coverage of the debate surrounding the planetary status of Pluto, to explore this issue. A questionnaire, completed by 350 students aged between eight and 18, showed just over half of the children and young people were able to write relevantly about the subject though it was the gist not the detail of the story they recounted. There was evidence, nonetheless, that this media‐acquired information functioned as active rather than passive knowledge. Students demonstrated relatively few misconceptions and those presented were predominately pre‐existing rather than media‐derived. As with the wider public, many of the children and young people held strong opinions on Pluto's loss of planethood. Such responses diminished with age, however, with older students expressing a degree of indifference. The paper concludes with a discussion of some implications of the research findings for science instruction. 相似文献
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The Royal Society Young People's Book Prize is awarded annually in the United Kingdom for the best science information book, and the winning book is chosen by panels of young people. This article discusses the findings of a study of the responses to the books and to their judging experience of young people who participated on panels in the 2011 Royal Society Young People's Book Prize. Interviews were conducted with 46 young people, aged from 8 to 14 years, from across the United Kingdom. The nature of contemporary non‐fiction books is discussed, specifically science information books. The impact of their design and format on reading is explored, as is the social nature of reading, which was a consequence of the judging panel context. The young people had opinions on the age range for which each book was most suitable, but they generally did so in such a way as to include themselves. It was found that their judging responsibilities contributed to these young people displaying a positive reading identity and sense of self‐efficacy. 相似文献