“Spirituous Consolation”: Alcott’s Jokes on Drinking and Religion     

Ruth Berman 《Children‘s Literature in Education》2008,39(3):169-185

The second book edition of Louisa May Alcott's Hospital Sketches eliminated jokes about drinking and religion. Although these were small changes, the edgy theme of drinking and religion as topics that could and sometimes should be taken lightly (even by a writer who also considered both topics as serious) interested Alcott throughout her career. Jokes on drinking and religion, although not a major element in any one of Alcott's stories (and not present at all in Little Women, published the year before the reprint of Hospital Sketches and written while negotiations for the reprint were going on), were recurrent in her work generally and added up to a substantial element in her humorous attacks on pomposity.

Ruth BermanEmail:

  相似文献   

Careers in the environment in Australia: surveying environmental jobs     

Ian Thomas  Ruth Lane  Leonardo Ribon‐Tobon  Charley May 《Environmental Education Research》2007,13(1):97-117

Internationally, commentators have identified a growing demand for environmental expertise. Matching this has been an expansion in the range of environmental careers available to workers: from environment protection and bio‐physical areas, to local government operations, environmental auditing, assessment, and management. However, in Australia there is no overall picture of the types of jobs graduates in this sector have undertaken, which has limited the advice that can be given about environmental careers. To redress this situation a survey was conducted with 600 respondents working in the environment professions in Australia. The results identified a wide range of professional areas; these are grouped into 12 subcategories for three main environmental employment sectors: Environmental protection (19% of respondents), Conservation and preservation of natural resources (26%), Environmental Sustainability (55%). Respondents mainly had a bachelor‐level degree; however, a substantial proportion had an honours degree or postgraduate qualification. Respondents strongly recommended undertaking work experience to acquire key general skills that they identified as important for working in the environment sector. A related suggestion was for tertiary environmental courses to have a practical focus that produces ‘work‐ready’ students. Comparison with the situations in the UK, Canada and the USA and are also offered regarding the results and trends, and suggestions for further research.  相似文献   

Predictors of reading delay in deaf adolescents: the relative contributions of rapid automatized naming speed and phonological awareness and decoding     

Dyer A  MacSweeney M  Szczerbinski M  Green L  Campbell R 《Journal of deaf studies and deaf education》2003,8(3):215-229

Deaf readers often fail to achieve age-appropriate reading levels. In hearing children, two cognitive factors correlated with reading delay are phonological awareness and decoding (PAD) and rapid automatized naming (RAN) of visual material. In this study we explored the contribution of these factors to reading and reading delay in a sample of deaf students (N = 49, mean age 13 years) whose reading age (RA) was around 7 years. Although PAD performance was poor in the deaf students compared with RA-matched hearing controls, it nevertheless correlated with their RA. Whether tested in sign or speech, RAN was much faster in the deaf group than in RA-matched hearing controls but showed no direct relationship with reading level or reading delay. We conclude that in contrast to PAD, which is a factor in both deaf and hearing reading achievement, RAN may be only indirectly related to reading in deaf students.  相似文献   

Exploring perceived support of postgraduate medical science research students     

Claire T. McEvoy  Ruth F. Hunter  Kyle B. Matchett  Linda Carey  Michelle C. McKinley  Karen D. McCloskey 《Journal of Further & Higher Education》2018,42(4):454-466

There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.  相似文献   

Student evaluation of laboratory work in two chemistry curricula     

Ruth Ben-Zvi  Avi Hofstein  David Samuel   《Studies in Educational Evaluation》1976,2(3):185-192

  相似文献   

The Development of Leadership among Chemistry Teachers in Israel     

Avi Hofstein  Miriam Carmi  Ruth Ben-Zvi 《International Journal of Science and Mathematics Education》2003,1(1):39-65

The implementation of new content and pedagogical standards in science education in Israel as well as in other countries necessitates intensive, life-long professional development of science teachers. Here we describe a model for the professional development of chemistry teacher-leaders. In the first part of the paper, we describe a model for the development and change of chemistry teacher-leaders. In the second part of the paper, we present the assessment of teachers' change. It is suggested, that in order to become a leader, the teacher has to undergo several interrelated phases of development and changes, namely personal, professional, and social. In order to attain these changes, a two-year program was designed in which teachers were given opportunities to develop their content knowledge, pedagogical content knowledge, and their leadership abilities and skills. The assessment of teachers' professional development clearly showed that engaging teachers in a long-term professional development program changed their beliefs (personal change) regarding their role as chemistry teachers in general and their confidence to become leaders in particular. In addition, we observed that the teachers changed in their professional abilities as well as in their social behavior. We also report on the involvement of the teacher-leaders in activities in which leadership skills were implemented in attempting to reform chemistry education in Israel.  相似文献   

A comparative study of chemistry students' perception of the learning environment in high schools and vocational schools     

Avi Hofstein  Rita Gluzman  Ruth Ben-Zvi  David Samuel 《科学教学研究杂志》1980,17(6):547-552

  相似文献   

Research policy and the changing nature of Australia's universities     

Ruth Neumann  Alan Lindsay 《Higher Education》1988,17(3):307-321

Two central features of Australian universities are a strong research base and a structural organisation which reflects a close relationship between teaching and research. Current policy deliberations have produced recommendations in the national interest for the future development of Australian university research which are incompatible with these two central features. The recommendations consolidate the recent trend towards greater centralisation, co-ordination, selectivity and concentration of university research and its funding. Although certain sectors of Australian university research will benefit from the changes, the recommendations reflect neither a longer term view of the total higher education system, nor a sufficient concern with preserving the excellent and productive qualities of the current system. Their implementation will mean the adoption of research goals inimical to the fundamental purposes of universities; a less flexible and more conservative research system; a re-orientation of the research role of universities so that it is less harmonious with their teaching role; and a potentially harmful differentiation of academic staff, subject areas and institutions. In responding to the new demands of government, universities face a challenge in preserving their current strengths and core functions.  相似文献   

Longitudinal twin study of early reading development in three countries: Preliminary results     

Brian Byrne  Cara Delaland  Ruth Fielding-Barnsley  Peter Quain  Stefan Samuelsson  Torleiv Høien  Robin Corley  John C. DeFries  Sally Wadsworth  Erik Willcutt  Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73

We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson, PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade, and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment on individual differences at and across different stages of development. Family and twin-specific environmental information is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed both genetic and shared environment influence.  相似文献   

Whispering in our Hearts: Speaking of another in changing schools     

Ruth Arber 《Discourse: Studies in the Cultural Politics of Education》2006,27(1):85-101

Beneath discussions about race and ethnic relations is an unease, ‘a whispering in our hearts’ these debates that need to be understood ‘otherwise’. In more recent times, they seem increasingly complex and dangerous as the essential differences that underpin modern notions of identity appear negotiated, contingent, and disjunctive. In this paper, I examine the ways in which teachers and parents in one Melbourne secondary school spoke about these notions in 1988 and 1998. Taking up suggestions in the postcolonial and race literatures, the article argues that the normalised notions which make up these conversations need to be made explicit, and the near silences that negotiate the parameters of these discussions should also be the focus of analysis. While at one level teachers and parents discussed their unease and their excitement about the ways their school had changed, their conversations remained underpinned by taken-for-granted understandings about the ways people belong differently within the school community.  相似文献