Re-framing student academic freedom: a capability perspective     

Bruce Macfarlane 《Higher Education》2012,63(6):719-732

The scholarly debate about academic freedom focuses almost exclusively on the rights of academic faculty. Student academic freedom is rarely discussed and is normally confined to debates connected with the politicisation of the curriculum. Concerns about (student) freedom of speech reflect the dominant role of negative rights in the analysis of academic freedom representing ‘threats’ to academic freedom in terms of rights which may be taken away from a person rather than conferred on them. This paper draws on the distinction between negative and positive rights and the work of Sen (1999) to re-frame student academic freedom as capability. It is argued that capability deprivation has a negative impact on the extent to which students can exercise academic freedom in practice and that student capability can be enhanced through a liberal education that empowers rather than domesticates students.  相似文献   

Eastern public speaking conference     

Professor Barnard Hewitt  Cary F. Jacob  Raymond H. Barnard  William Angus  Dayton D. McKean  Theodore G. Ehrsam 《Quarterly Journal of Speech》2013,99(3):484-488

Sound, A Textbook. By Arthur Tabor Jones. New York: D. Van Nostrand Company, Inc., 1937; pp. xi + 450. $3.75.

How to Win Friends and Influence People. By Dale Carnegie. New York: Simon and Schuster, 1936; pp. vii + 341. $2.00.

Actor in the Making. By William H. Bridge. Boston: Expression Company, 1936; pp. 115.

Public Discussion and Debate. (Revised Edition.) By A. Craig Baird. Boston: Ginn and Company, 1937; pp. iv + 400. $2.00.

Seeing and Hearing America. By Vida Ravenscroft Sutton. Boston: Expression Company, 1936; pp. 111. $1.75.

How to Improve Your Voice; Modern Theory and Practice for Singers and Speakers. By Gregory Krasnoff. New York: The Dial Press, 1936; pp. vii‐x + 181. $2.25.

Dos and Don'ts of Radio Writing. By Ralph Rogers. Boston: Associated Radio Writers, Inc., 1937; pp. 104. $1.00.

How to Speak in Public: a Natural Method. By Frank Home Kirkpatrick. Garden City, New York: Doubleday, Doran, 1937; pp. v‐xxiii + 199. $1.75.

Tournament Plays. Thirteen hitherto unpublished one‐act plays. New York: Samuel French, 1937; pp. 232. $1.50.

A History of Modern Colloquial English, 3rd ed. By Henry Cecil Wyld. New York: E. P. Dutton &; Co., 1937; pp. xviii + 433. $3.00.

20,000 Words Often Mispronounced. By W. H. P. Phyfe. New edition compiled by Fred A. Sweet and Maud D. Williams. New York: G. P. Putnam's Sons, 1937; pp. xvii + 791. $2.00.

You Don't Say! By Alfred H. Holt. New York: Thomas Y. Crowell Co., 1937; pp. xvii + 165. $1.50.

The Call of the Dead (Totenmal). By Albert Talhoff. Boston: Expression Company, n.d.; pp. 25.

Simplified Lip Reading. New York: Supplementary School for Lip Reading and Speech Correction, 1937; pp. 80. $1.50.

Practical Methods in Choral Speaking. By Marguerite E. DeWitt and Others. Boston: Expression Company, 1936; pp. 253.

European and Asiatic Plays. Edited by Joseph Richard Taylor. Boston: Expression Co., 1936; pp. 730 + x.

Pitch and Intensity Characteristics of Stage Speech. By Milton Cowan. Iowa City: Supplement to Archives of Speech, 1936; pp. 92.

An American Phonetic Reader. By Sarah T. Barrows and Alta B. Hall. Boston: Expression Co., 1936; pp. xvi + 58. $1.25.

An English Pronouncing Dictionary, 4th ed. By Daniel Jones. New York: E. P. Dutton &; Co., 1937; pp. xxviii + 495. $2.00.

Animal Marionettes, Handbook X. By Paul McPharlin. Birmingham, Michigan: Puppetry Imprints, 1937; pp. 31. $1.50.

Puppetry, 1936. Edited by Paul McPharlin, Birmingham, Michigan: Puppetry Imprints, 1936; pp. 158. $2.50.

Speech Composition. By William Norwood Brigance. New York: F. S. Crofts and Co., 1937; pp. 385. $2.25.

Day by Day with American Playwrights. Compiled and edited with an introduction by Irene Childrey Hoch. Visalia, California: Published by the author, 1936; pp. 84. $1.00.

Catholic Evidence Training Outlines. (Third Edition, revised and enlarged.) Compiled by Maisie Ward and F. J. Sheed. New York: Sheed and Ward, 1935; pp. 330. $1.50.

Reading for Skill. By Angela M. Broening, Frederick H. Law, Mary S. Wilkinson, and Caroline L. Ziegler. New York: Noble and Noble, 1936; pp. xiii + 399. $1.30.

A Guide to Pronunciation. By Paul W. Carhart. Entirely rewritten by John S. Kenyon. Springfield: The G. &; C. Merriam Co., 1934.

Webster's Collegiate Dictionary, fifth edition. Springfield: The G. &; C. Merriam Co., 1936; pp. xxvi + 1274.

Poetry Arranged for the Speaking Choir. By Marion Parsons Robinson and Rozetta Lura Thurston. Boston: Expression Co., 1936; pp. 405. $2.50.

Psychometric Methods. By J. P. Guilford. New York: McGraw‐Hill Book Co., 1936; pp. xvi + 566. $4.50.

One Hundred New Declamations. Compiled and edited by Lestee C. Boone. New York: Noble and Noble, Inc., 1936; pp. xxxiii + 434. $2.50.

Film and Theatre. By Allandyce Nicoll. New York: Thomas Y. Crowell Company, 1936; pp. ix + 255. $2.50.

Principles of Shakespearean Production. By G. Wilson Knight. New York: The Macmillan Company, 1936; pp. 246. $3.50.

Modern Rules of Parliamentary Procedure. By Robert D. Leigh. New York: W. W. Norton and Co., 1937; pp. 106. $1.00.

Scenery Then and Now. By Donald Oenslager, New York: W. W. Norton Co., 1936; pp. 265. $5.00.

Stage Management for the Amateur Theatre. By William Perdue Halstead. New York: F. S. Crofts &; Co., 1937; pp. xviii + 265. $2.50.

Let's Give A Play. By Gertrude Smith Buckland. New York: Thomas Y. Crowell Co., 1937; pp. 197. $1.50.

Adult Education. By Lyman Bryson. New York: The American Book Co., 1936; pp. 208.  相似文献   

Date of birth and achievement in GCSE and GCE A‐level     

Angus Alton  Alf Massey 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):105-109

General Certificate of Secondary Education (GCSE) examinations are taken by almost all pupils in England, Wales and Northern Ireland at age 16 years. General Certificate of Education Advanced level (GCE A‐level) examinations are normally taken by relatively able students at age 18. The effect of month of birth on attainment in these public examinations is investigated through a database which brings together the 1991 GCSE results and the 1993 GCE A‐level results of all candidates born between September 1974 and August 1975. Older pupils perform best at GCSE but not at GCE A‐level. Selection effects on entry to A‐level courses appear to explain why this is the case.  相似文献   

Two tests of approach-iron golf skill and their ability to predict tournament performance     

Sam Robertson  Angus F. Burnett  Ritu Gupta 《Journal of sports sciences》2013,31(14):1341-1349

Abstract

The aim of this study was to investigate the convergent and predictive validity of two skill tests that examine the ability of golfers to hit accurate approach-iron shots. Twenty-four high-level golfers (handicap = 2.6 ± 1.7) performed the Nine-Ball Skills Test (assesses the ability to shape/control ball trajectory with high accuracy) and the Approach-Iron Skill Test (assesses the ability to hit straight shots from varying distances with high accuracy). Participants then completed at least eight rounds of tournament golf over the following 90 days and reported an indicator of approach-iron accuracy (per cent error index). A moderate correlation (r = 0.50, P < 0.05) was noted between scores for both tests. Generalised estimating equations, using two covariates (lie of the ball and distance to hole), were used to determine model fit and the amount of variance explained for tournament per cent error index. Results showed that the Approach-Iron Skill Test was the slightly stronger predictor of on-course per cent error index. With both test scores considered together, a minimal amount of additional variance was explained. These findings suggest that either of the tests used individually or combined may be used to predict tournament approach iron performance in high-level golfers.  相似文献   

From identity to identities: a story of fragmentation     

Bruce Macfarlane 《高等教育研究与发展》2016,35(5):1083-1085

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Give Them Time – an analysis of school readiness in Ireland's early education system: a Steiner Waldorf Perspective     

Doireann O'Connor  Jonathan Angus 《Education 3-13》2013,41(5):488-497

This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children's formal learning capacity and enthusiasm. Current primary school curriculums for the early years are also analysed and catalogued against Steiner philosophical best practice in early learning to promote a child-centred early learning curriculum within the Irish primary educational system.  相似文献   

School choice: neoliberal education policy and imagined futures     

Lawrence Angus 《British Journal of Sociology of Education》2015,36(3):395-413

The launch in Australia of a government website that compares all schools on the basis of student performance in standardized tests illustrates the extent to which neoliberal policies have been entrenched. This paper examines the problematic nature of choosing schools within the powerful political context of neoliberalism. It illustrates how key elements of the neoliberal worldview are normalized in the day-to-day practices of schooling and how certain norms and values that characterize neoliberalism are shaped and reinforced in the education system and also in personal, family and social imaginaries. The task for educational sociology, therefore, is to problematize and ‘re-imagine’ the prevailing neoliberal imaginary.  相似文献   

Student performativity in higher education: converting learning as a private space into a public performance     

Bruce Macfarlane 《高等教育研究与发展》2015,34(2):338-350

The paper sets out a conceptual analysis of student performativity in higher education as a mirror image of teacher performativity. The latter is well known and refers to targets, evaluations and performance indicators connected with the measurement of the teaching and research quality of university academics. The former is defined as the way that students are evaluated on the basis of how they perform at university in bodily, dispositional and emotional terms. Specifically, this includes rules on class attendance and assessment (‘presenteeism’), an increasing emphasis on participation in class and in groups as part of learning and assessment regimes (‘learnerism’) and the surveillance of students’ emotional development and values (‘soulcraft’). Student performativity is symbolic of the ‘performing self’ in wider society and is transforming learning at university from a private space into a public performance. This negatively impacts student rights to be free to learn as autonomous adults.  相似文献   

The Surveillance of Learning: A Critical Analysis of University Attendance Policies     

Bruce Macfarlane 《Higher Education Quarterly》2013,67(4):358-373

Universities have recently strengthened their class attendance policies along with associated practices that intensify the surveillance of learning: a series of administrative and pedagogic strategies that monitor the extent to which students conform with behavioural expectations associated with learning. Drawing on university policy statements, the paper identifies implicit arguments underpinning attendance requirements for students in higher education. These include demonstrating the accountability of publicly funded higher education, a concern for the pastoral and academic welfare of students and their appropriate preparation for expectations associated with workplace and professional practice. In a critique it is argued that attendance policies promote presenteeism as part of the discourse of learnerism. Such rules further infantilise students rather than developing their capacity to make informed choices as adults thereby failing to respect their academic freedom.  相似文献   

The nature of the relationship between authors and publishers     

Angus?PhillipsEmail author  Mark?N.?K.?Saunders  Sue?Pandit  Deshini?D.?Chetty 《Publishing Research Quarterly》2005,21(2):3-15

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