Experimenting with global governance: understanding the potential for generational change     

Mark A. Boyer  Scott W. Brown  Michael J. Butler  Anat Niv‐Solomon  Brian Urlacher  Natalie F. Hudson 《Globalisation, Societies & Education》2007,5(2):153-180

The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.  相似文献   

The Embase UK filter: validation of a geographic search filter to retrieve research about the UK from OVID Embase     

Lynda Ayiku  Paul Levay  Thomas Hudson  Jenny Craven  Amy Finnegan  Rachel Adams  Elizabeth Barrett 《Health information and libraries journal》2019,36(2):121-133

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Identifying mentors’ observations for providing feedback     

Peter Hudson 《Teachers and Teaching》2016,22(2):219-234

Mentors’ feedback can assist preservice teachers’ development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the lesson for a second time and focused their feedback on the preservice teacher’s questioning only. Findings showed that the mentors’ written feedback varied considerably when open observations occurred. However, there were fewer items when they focused on one teaching practice (i.e. questioning), which also provided a deeper analysis of this specific practice. Research is required around the dimensions of observations (i.e. visual, auditory and conceptual), observations of specific practices, and methodological approaches for observing and collecting data about a preservice teacher’s practice.  相似文献   

Inflation of comparator stimuli following CS training     

Ralph R. Miller  Steve C. Hallam  Nicholas J. Grahame 《Learning & behavior》1990,18(4):434-443

Water-deprived rats served in seven conditioned lick suppression experiments designed to assess the effects on responding to a target CS of a series of unsignaled USs given in the training context following completion of CS training. Such treatment has been hypothesized to increase (inflate) the associative strength of the background cues from training (putatively, the CS’s comparator stimuli), thereby reducing responding to excitatory CSs and increasing the inhibitory potential of inhibitory CSs. Although posttraining extinction (deflation) of the CS’s comparator stimuli usually decreases inhibitory potential and increases excitatory potential of the target CS, posttraining inflation of the comparator stimuli had no effect on either excitatory responding to the target CS or summation test performance indicative of conditioned inhibition. This outcome was consistently obtained across a number of training, inflation, and test conditions selected to maximize sensitivity to any possible effects of comparator inflation. Implications of these null results for the comparator hypothesis of conditionedresponse generationare discussed.  相似文献   

Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria   总被引：1，自引：0，他引：1  

Sue Bloxham  Birgit den-Outer  Jane Hudson  Margaret Price 《Assessment & Evaluation in Higher Education》2016,41(3):466-481

Unreliability in marking is well documented, yet we lack studies that have investigated assessors’ detailed use of assessment criteria. This project used a form of Kelly’s repertory grid method to examine the characteristics that 24 experienced UK assessors notice in distinguishing between students’ performance in four contrasting subject disciplines: that is their implicit assessment criteria. Variation in the choice, ranking and scoring of criteria was evident. Inspection of the individual construct scores in a sub-sample of academic historians revealed five factors in the use of criteria that contribute to marking inconsistency. The results imply that, whilst more effective and social marking processes that encourage sharing of standards in institutions and disciplinary communities may help align standards, assessment decisions at this level are so complex, intuitive and tacit that variability is inevitable. We conclude that universities should be more honest with themselves and with students, and actively help students to understand that application of assessment criteria is a complex judgement and there is rarely an incontestable interpretation of their meaning.  相似文献   

Last Spring     

Roberta M. Grahame 《The Educational forum》2013,77(2)

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Of Eternities     

Roberta M. Grahame 《The Educational forum》2013,77(2)

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A Sad Reminder That Diploma Mills Are Still With Us     

Michael Grahame Moore 《The American journal of distance education》2013,27(4):175-178

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A decalogue of contest debating     

W. Arthur Cable  Hoyt H. Hudson 《Quarterly Journal of Speech》2013,99(2):254-256

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Editorial     

Michael Grahame Moore 《The American journal of distance education》2013,27(3):141-142

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