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1.
Abstract

The production of resource material, whether print based, in audio visual form or as computer software, raises a number of questions of copyright and performer's protection. These include not only the inclusion of existing material but also the ownership to the copyright in the finished product and the contractual arrangements regulating the exploitation of the product. Such issues are already complicated when both production and exploitation is confined to one country but they become even more so where production is a cooperative effort between different countries. This article will identify the copyright issues and explore how they may vary from one country to another but using the copyright law of the United Kingdom as an illustration of what may, or may not, be found in other legislations. Since the production of material as a cooperative venture will involve the preparation of contracts between the parties, the article will also examine the issues which may form part of the agreement and identify some of the dangers to be avoided.  相似文献   

2.
Abstract

Disneyland is work disguised as play; school disguised as vacation. While Walt Disney’s curriculum deploys across all of its products, it literally engulfs the approximately 50 million ‘guests’ who visit the Disney Parks each year. Drawing on Sarah Ahmed’s phenomenological reading of orientation in Queer phenomenology, this article investigates the ways in which Disney’s didacticism is made material through practices and procedures designed to orient the park’s visitors, to ensure that those visitors always know where they are and who they are, as a means of educating ‘good’ citizens. The argument focuses not on Disneyland’s narrative curriculum but on its corporeal one: visitors are enticed to make affective investments, to construct or reconstruct their identities to comply with the Disney version of the ideal American worker and consumer, as the park attempts to reorient those who resist those roles.  相似文献   

3.
Abstract

The ways in which research production is organised in contemporary universities are different both from the often commonly expressed view of the individual researcher discovering new knowledge working alone, and from the traditional professor‐assistants organisation as the basic research production unit. This article presents ‐ on the basis of an empirical study of social science research organising in four different universities ‐ a number of characteristics of how basic research organisation takes place. The most are described common features of such organisation models described. The factors constructing new more dynamic and integrated models in practice are analysed. And the demands for efficient university governance structures, to ensure the development of basic organisations which can produce short‐ and long‐term high quality and successful research, are discussed.  相似文献   

4.

BusinessThinkingTM is a computer-based e-learning package designed to teach technology skills and business information to adults, ages 50–69, who remain in the workforce. This article outlines results from usability testing for the material on using technology applications (Microsoft Word, PowerPoint, Excel and the Internet), and career development (career management and preretirement planning. In Study 1, a usability test was conducted to ensure that the material was user-friendly. In Studies 2 and 3, the PowerPoint and career development materials were redesigned according to the findings from Study 1. Results indicated that the redesign was effective in increasing navigation of the material.  相似文献   

5.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

6.
ABSTRACT

This article critically examines the prevalent economic conceptions of educational productivity. It distinguishes between an approach aiming at enhancing allocative efficiency and one aiming to better use each available resource (technical efficiency). The article then examines the intellectual foundations of these two approaches, investigates how they stand in relation to each other, and points to their limitations from an educational perspective. It is argued that the two approaches are ill suited for the educational domain. The article concludes by suggesting an approach for increasing educational productivity based on reaching predetermined production objectives rather than attempting to maximise it.  相似文献   

7.
Abstract

In this paper, we analyse the status and significance of adopting a Marxist ontological perspective in the field of Brazilian environmental education. We draw on the concept of labour developed by Marx, where labour is used as a category to articulate the relationships humans establish with nature and which, historically, have an impact on their living conditions. Given the ongoing process of destroying the material basis of life under a Capitalist means of production, we argue that environmental educators and researchers require refinements to the theoretical and methodological frameworks they use to understand contradictions between development and sustainability in Brazil. This includes meeting their responsibilities to help others and themselves overcome the current capitalist model governing the social and material production of life.  相似文献   

8.

This article explores in particular the need for proactive communications between the Further Education (FE) and Higher Education (HE) sectors to ensure that disabled students in transition are appropriately supported. The need for two-way communication was identified along with other significant issues in a research project at the University of Nottingham. The project explored the provision for disabled students available in HE against that which disabled students in both FE and HE institutions stated they required. Issues relating to transition are explored within this short article.  相似文献   

9.

Enrichment for mathematically gifted students in the elementary school needs to extend beyond puzzles or busywork and support the development of mathematical power through a differentiated curriculum. This article describes a series of enrichment experiences that were designed to develop young gifted children's understanding of large numbers, which was central to their investigation of space travel. Although large numbers are not traditionally included in the mathematics curriculum for young children, the children in this group responded enthusiastically to the enrichment experiences. These experiences provided the children with an opportunity to understand the large numbers they encountered in science resource material and to develop their mathematical power.  相似文献   

10.
Abstract

Public good will towards the investment in research and extension on environment-friendly production practices is the justification for publicly funded extension services. Although there are major environmental problems associated with agricultural production in Turkey, the present role of public extension service to control and reduce adverse environmental effects is minimal.

The short term goal of the publicly funded agricultural extension is to establish a control and enforcement system which will ensure that the current production practices cause as little harm as possible to the environment. In the long term, however, publicly provided investment in research and extension on sustainable agricultural systems is necessary. The investments should aim towards ensuring a wholesome food supply for the community whilst maintaining the quality of the environment and natural resources.  相似文献   

11.
Abstract

This article presents ten strategies instructors can use to get their students to take more responsibility for their learning. Suggestions are given about the importance of getting students to verbalize why they are taking the course, helping students get into the proper mindset for each class, and structuring assignments so students will be more likely to come to class prepared. Other suggestions include teaching students to look out for each other, behave responsibly when working in groups, and analyze their learning experiences. By teaching responsibility, as well as content, in our classrooms, we can enhance learning, raise the level of our classrooms, and produce more responsible members of society.  相似文献   

12.
BackgroundLack of studies on CP offenders from non-English speaking countries motivated the analysis of the profile of adult men arrested in Spain for such crimes (N = 347).ObjectiveThe current study examined differences between groups of CP users according to their criminal history (i.e., CP-only offenders, CP offenders with other nonviolent or non-sexually violent crimes, and dual offenders).MethodsAnalyses of case investigation files were performed across seven key areas: (1) sociodemographic characteristics, (2) criminological data, (3) characteristics of index CP offending, (4) characteristics of CP collections, (5) access to children, (6) indication of pedophilic or hebephilic interests, and (7) recidivism outcomes.ResultsCP-only offenders presented with fewer prior criminal records and lower general (6.7%) and violent (1.1%) recidivism rates. They were also less likely to be arrested for CP production, although they had greater access to children living in their residence. CP offenders with other nonviolent or non-sexually violent crimes exhibited characteristics on a continuum between the other two groups. Dual offenders were more likely to have prior criminal records for sexual offenses and higher sexual recidivism rates (16.7%). 55.6% had produced their own CP material, and they were more likely to have content depicting boys. They were also more likely to admit or be diagnosed with pedophilic/hebephilic interests, and they also had the largest proportion of legal child-related content (72.2%).ConclusionsAuthors conclude there are significant differences between dual and CP-only offenders which suggests a need for specialized treatment and risk assessment tools.  相似文献   

13.
Abstract

The article defines the ‘young’ as those who are, to be blunt, computer illiterate of whatever age they be, and considers what steps they should take to be able to understand and make educated use of the information highway. It is of course a very quick run through a course which may well take many months. The article is not for experts in the field, but it may remind them of their earlier days when they first came across data processing.  相似文献   

14.
Abstract

In this article, the authors propose six standards for the work of Intergenerational Specialists in an emerging field of professional practice. These standards are intended to guide students in academic settings who are preparing to work as Intergenerational Specialists in direct service roles, administrative capacities, or the supervision and training of others in the field. In addition, they might also be considered useful guidelines for program developers who want to ensure mutually beneficial interactions between younger people and older adults in any kind of organized intergenerational context. The proposed Standards for Intergenerational Practice are currently being piloted by students in a graduate degree program, and eventually will be submitted to Generations United for endorsement and widespread acceptance by the field. These basic principles are consistent with NAEYC's Developmentally Appropriate Practices for early childhood programs, and they are also consistent with ethical practices in programs for older adults.  相似文献   

15.

This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring.  相似文献   

16.
Abstract

In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made.  相似文献   

17.
Abstract

Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive.  相似文献   

18.
Abstract

This article describes the progress of an ICEM/ Unesco project which started in late 1986 with the aim of producing an international catalogue of material to support teaching and learning in the field of media education. It was believed that such a catalogue would stimulate the development of media education in countries which were still in the early stages of introducing these studies into the curriculum. A large amount of data was gathered for the catalogue and a first version was given limited circulation in 1988. Following feedback from recipients of this first version and the collection of further data, a second version of the catalogue is now at the final editorial stage and will be circulated widely before the end of 1989. The author outlines some of the problems encountered in the production of the catalogue and suggests some future action which might be undertaken at the end of the current project.  相似文献   

19.
Abstract

This article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers’ reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum.  相似文献   

20.
Summaries

English.

The major national curriculum development projects in the UK were produced between 1963 and 1973. Although funded by two differentnational organizations, there has been considerable co‐operation and overlap of project staff and ideas resulting in a continuousrefinement of the centre‐periphery model used. By the end of the 10‐year period the model's defects had become clear and the continuing national projects considered it essential to request additional funds for further dissemination and after‐care. Subsequent projects have mostly been based on a local curriculum development model involving practising teachers to a much greater extent both in the curriculum development process and in the preparation of materials.

It has become apparent that there is no single measure on which a project can be called successful or on which it can be determined that a project has ‘taken root’. Projects can fulfil their proposers’ wildest hopes and yet achieve little uptake; or, they can take root in the sense of having a considerable impact on science education in general whilst being substantially used by only a minority of the target group of teachers. The thesis of this article is that whilst dissemination and after‐care are essential, they are not sufficient to ensure uptake. Of prime importance isthe general attitude to curriculum development; the relevance of theprojects materials and ideas to the problems teachers face in schools; the extent to which they offer teachers fulfilment without requiring a complete re‐evaluation of their perspective to education and the cost in terms of equipment, materials and manpower.  相似文献   

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