Book Reviews

Book reviewed in this article:
Pamphlets, Reports: People with Handicaps Need Better .
Pamphlets, Reports: Day Care and Severe Handicap .
Pamphlets, Reports: Equipment for the Disabled .
Pamphlets, Reports: Feeding can be Fun .
Pamphlets, Reports: Portable Urinals and Related Appliances .
Pamphlets, Reports: Research to Practice in the Field of
Pamphlets, Reports: Child Study and Guidance in Schools .
Pamphlets, Reports: A Book of Assemblies .
Pamphlets, Reports: The Psychology of Blindness .
Pamphlets, Reports: In Touch. BBC
Pamphlets, Reports: Access in Paris .
Pamphlets, Reports: Access in Jersey .
Pamphlets, Reports: Day Services: An Action Plan for .
Pamphlets, Reports: Education of Handicapped Children .
Pamphlets, Reports: Rathbone News .
Pamphlets, Reports: Mental Handicap .
Pamphlets, Reports: Educating the Handicapped .
School materials: Mathematics for Life .
School materials: Topliner Talkback .
School materials: Look I'am Reading .
School materials: Sounds, Pictures and Words .
School materials: Pirate Work Cards .
School materials: Sounds and Pictures .
School materials: Activities in Music witb Children under six .
School materials: Ladybird Books .     

HLA polymorphism of the Zhuang population reflects the common HLA characteristics among Zhuang-Dong language-speaking populations

A study of the human leukocyte antigen (HLA) genetic characteristics in the Zhuang, the largest ethnic population in China, would provide insight into Zhuang history and give a useful tool for disease associations, transplantation, and anthropology. In the present study, we report the comprehensive HLA-A, HLA-B, HLA-C, and HLA-DRB1 alleles and haplotypes in the Zhuang population of southern China for the first time. A total of 13 HLA-A, 24 HLA-B, 22 HLA-C, and 18 HLA-DRB1 were identified in 104 Zhuang individuals. The frequencies of HLA-A*11:01, A*02:07, A*24:02, A*02:03, and A*33:03 on A loci, B*15:02, B*58:01, B*46:01, and B*13:01 on B loci, C*03:04, C*08:01, C*01:02, C*03:02, and C*07:02 on C loci, and DRB1*15:01, DRB1*16:02, DRB1*14:01, DRB1*15:02, and DRB1*03:01 on the DRB1 loci were >10%. The A*33:03-C*03:02-B*58:01-DRB1*03:01 and A*02:07-C*01:02-B*46:01-DRB1*14:01 haplotypes were predominant in the Zhuang. The phylogenetic tree, as well as the analysis of haplotypes, suggested that the Zhuang are genetically similar to southern Chinese populations, especially the Zhuang-Dong language-speaking populations, such as the Bouyei, Dai, and Maonan. Even though the Zhuang and southern Chinese populations shared common alleles and haplotypes, the Zhuang has maintained its unique genetic characteristics.     

Contributions of stimulus-incentive and stimulus-response-incentive contingencies to response acquisition and maintenance

The effects of stimulus-incentive (S:IS) contingency, stimulus-response-incentive (S:R:IS) contingency, and stimulus-no-response-incentive (S:R:IS) contingency on the acquisition and maintenance of an instrumental approach-contact response in the rat were studied. The experiment, concerned mainly with the temporal distribution of responses, showed that (1) the S:IS contingency and the S:R:IS contingency produced the same temporal distribution of responses; (2) the S:R:IS contingency produced higher rates of response than the S:IS contingency; (3) the negative S:R:IS contingency did not completely eradicate already established responses; and (4)post-CS responding occurred on reinforced trials. Consideration of these results indicates that the critical factor determining the higher rates of response under the S:R:IS contingency may be the S:R:IS occasions experienced only in the instrumental procedure.     

Book reviews

Race and social analysis : C. Knowles Differently academic? Developing lifelong learning for women in higher education : Sue Jackson Action research for inclusive education: changing places, changing practices, changing minds : Felicity Armstrong and Michele Moore (Eds) The class size debate: is small better? : Peter Blatchford Literacy: an introduction : Randal Holme Researching real‐world problems: a guide to methods of inquiry : Zina O'Leary     

Book Reviews

Beginning primary teaching. Moving beyond survival : Angela Jacklin, Vivienne Griffiths and Carol Robinson Making modern lives: subjectivity, schooling, and social change : Julie McLeod and Lyn Yates Missing Men in Education : M. Thornton and P. Bricheno Masculinities in mathematics : Heather Mendick Communication theory: media, technology and society : David Holmes Regulatory discourses in education: a Lacanian perspective : Tony Brown, Dennis Atkinson and Janet England     

Recruiting the graduate voice: informing higher education initiatives to underpin an emerging,veterinary paraprofession in Australia

In Australia, the inception of veterinary technology, as a higher education discipline underpinning an emerging, mid-tier paraveterinary field, reflected global trends for more highly educated veterinary paraprofessionals to meet changing societal demands. In this study, veterinary technology graduates were surveyed about their experiences in the workforce and reflections on their education. Seeking feedback on how well a new programme has prepared graduates for the workforce is a useful quality assurance tool. Clinical veterinary practice was the primary employment sector with the majority of respondents in full-time employment. Career advancement, professional recognition and salaries were identified as key career challenges. The important roles of the veterinary and veterinary nursing professions, the university, government and graduates in the development of this mid-tier, veterinary paraprofession were elucidated. Graduates’ feedback on criteria that underpinned ‘work-readiness’ revealed seven key domains: communication skills, research skills, knowledge, critical thinking/problem-solving, employability, practical skills and professionalism. Veterinary nursing skills, work placement, practice management and production animal health were flagged as areas for curricular improvement. This study illuminated facilitators and barriers critical to establishing a mid-tier veterinary paraprofession, bridging the divide between the vocational and higher education sectors in Australia.

Abbreviations: AUD: Australian dollar; AVA: Australian Veterinary Association; AVBC: Australasian Veterinary Boards Council; AVMA: American Veterinary Medical Association; BVNA: British Veterinary Nursing Association; CSU: Charles Sturt University; DAF: Department of Agriculture and Fisheries; FWC: Fair Work Commission; GCA: Graduate Careers Australia; HE: Higher Education; NHMRC: National Health and Medical Research Council; QLD: Queensland; RCVS: Royal College of Veterinary Surgeons; UK: United Kingdom; UQ: University of Queensland; VN: Veterinary nursing; VNCA: Veterinary Nurses Council of Australia; VSB: Veterinary Surgeons Board; VT: Veterinary technology; WIL: Work-integrated learning.     

改性呋喃树脂的研制

以苯酚、三聚氰胺为改性剂对呋喃树脂进行了复合改性.用正交实验法,通过测定树脂的粘度、游离甲醛、含氮量和抗拉强度等主要性能指标,考察了原料配比、pH值、温度对产品性能的影响,最终确定了改性树脂的最佳配比和适宜的工艺条件为:糠醇:苯酚:尿素:甲醛:三聚氰胺=0.90:0.30:0.95:2.60:0.03.     

REVIEW SECTION

Book reviewed in this article:
Plan 'A' Rules O.K.: THE ABCs OF LITERACY—a Guide for Parents and Educators: Stephen Judy.
Organisers of Time and Providers of Bridges: ADULT-CHILD CONVERSATION: ed. P. French and Margaret MacLure.
If you don't like noise, don't be a Teacher: TEACHER: Sylvia Ashton-Warner.
If you don't like noise, don't be a Teacher: SPINSTER: Sylvia Ashton-Warner.     

Book Reviews

Book Reviewed in this Article:
O. Robert Simha. MIT Campus Planning, 1960–2000: An Annotated Chronology . Cambridge: Massachusetts Institute of Technology Press, 2001. 160 pp.
Rick Ostrander. Head, Heart, and Hand: John Brown University and Modern Evangelical Higher Education . Fayetteville: University of Arkansas Press, 2003.256pp.
Ralph D. Gray. IUPUI: The Making of an Urban University . Bloomington: Indiana University Press, 2003. 339pp.
Carol Kammen. Cornell: Glorious to View . Ithaca: Cornell University Press, 2003.264pp.
Martin L. Friedland. The University of Toronto: A History . Toronto: University of Toronto Press, 2002. 680pp.
Sybil Gordon Kantor. Alfred H. Barr, Jr. and the Intellectual Origins of the Museum of Modem Art . Cambridge MA: The MIT Press, 2002. 496 pp.
Chara Haeussler Bohan. Go to the Sources: Lucy Maynard Salmon and the Teaching of History . New York: Peter Lang Publishing, Inc., 2001. 192pp.
Edward E. Gordon and Elaine H. Gordon. Literacy in America: Historic Journey and Contemporary Solutions Foreword by Gerald Gutek Westport, CT: Praeger, 2003. 352pp.
Stig Thogersen. A County of Culture: Twentieth Century China Seen from the Village Schools of Zouping, Shandong . Ann Arbor: University of Michigan Press, 2002. 320pp.     

Briefly Noted

Anna Maria Torriglia. Broken Time, Fragmented Space: A Cultural Map for Postwar Italy. Toronto: University of Toronto Press, 2002. 272pp.
Arch Puddington. Broadcasting Freedom: The Cold War Triumph of Radio Free Europe and Radio Liberty. Lexington: University of Kentucky Press, 2000. 288pp.
Slava Gerovitch. From Newspeak to Cyberspeak: A History of Soviet Cybernetics. Cambridge: Massachusetts Institute of Technology, 2002. 383pp.
Terhi Rantanen. The Global and the National: Media and Communications in Post-Communist Russia. Lanham, MD: Rowman and Littlefield Publishers, Inc., 2002. 176pp.
Henry Yu. Thinking Orientals: Migration, Contact, and Exoticism in Modern America. New York: Oxford University Press, 2001. 288pp.
David Martin Jones. The Image of China in Western Social and Political Thought. New York: Palgrave, 2001. 208pp.
Karen Kelsky. Women on the Verge: Japanese Women, Western Dreams. Durham, NC: Duke University Press, 2001. 272pp.     

Book reviews

The passion to learn: an inquiry into autodidactism : Joan Solomon (Ed.) The rhetoric of rhetoric. The quest for effective communication : Wayne C. Booth (Ed.) Learning to read critically in language and literacy : Andrew Goodwyn and Andrew Stables Assessing teacher effectiveness: developing a differentiated model : Jim Campbell, Leonidas Kyriakides, Daniel Muijs and Wendy Robinson Schools of hope: a new agenda for school improvement : T. Wrigley A passion for teaching : C. Day     

木薯渣饲用价值研究

木薯渣是淀粉厂和柠檬酸厂的下脚料,国内外每年废弃量相当大,严重污染了环境.本研究采用常规分析和原子吸收分光光度计等现代化先进仪器相结合,研究木薯渣的营养价值.经实验测得木薯渣各营养成分含量如下:粗蛋白4.92%,粗脂肪1.96%,粗纤维14.46%,粗灰份23.36%,无氮浸出物47.72%,消化能8.30(猪)兆焦/千克,代谢能(鸡)6.08兆焦/千克,元素Ca 8.45%,P 0.048%,Cu 24.02毫克/千克,Zn 47.30毫克/千克,Mn 66.20毫克/千克.木薯渣与三七糠相比具有较高的饲用价值.     

The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory.

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.     

Reviews

Book reviewed in this article: Give Power to the Pupils: Fair Dinkum Teaching and Learning: reflections on literacy and power Garth Boomer, Boynton/Cook Introducing Media Studies: Series editor: David Butts Literary Theory: Critical State?: Douglas Tallack (ed): Literary Theory at Work, B.T. Batsford Ltd     

麦肯锡7S模型与高职院校组织管理创新及实现——基于师生关系与师生冲突视角

麦肯锡7S模型是组织管理创新的有效工具,包括价值观、战略、结构、制度、人员、技能、风格等要素。通过增加环境要素和学习要素,可以构建组织管理创新9S模型,即价值观创新(以人为本、平等尊重)、战略创新(和谐管理、文化引领)、学习创新(预期性和参与性、自主性和整体性)、环境创新(视频工程、景象维护)、管理结构创新(柔性化、分权化、扁平化)、技术创新(管理网络化、信息共享化)、人员管理创新(管理现代化、技能专业化)、制度机制创新(全面管理、精益管理)、管理风格创新(文明管理、管理服务)。其基础是学校创新文化与创新制度,羽翼是创新元素与创新知识,主体是本件创新、硬件创新和软件创新的创新实现模型。     

Research capacity for local innovation: the case of conservation agriculture in Ethiopia,Malawi and Mozambique

Purpose: The limited uptake of improved agricultural practices in Africa raise questions on the functionality of current agricultural research systems. Our purpose is to explore the capacity for local innovation within the research systems of Ethiopia, Malawi and Mozambique.

Design/methodology/approach: Using Conservation Agriculture (CA) as a case study, we qualitatively explore with 26 locally based agricultural researchers the context of CA research and promotion, including their perceptions on persistent research gaps and issues in closing them.

Findings: Respondents identified that CA was not yet a finished product, with concerns regarding the benefit, feasibility and relevance of CA implementation. They asserted that while further adaptation was required, they were unable to do this due to institutional constraints within their research, extension and policy contexts.

Practical implications: We find that CA continues to be considered a donor-driven intervention in its current form and requires substantial further adaptation to local contexts before researchers will deem it ready for farmer uptake. The five research gaps identified by respondents highlight practical areas where further adaptations must occur.

Theoretical implications: Our findings suggest a lack of participatory research and extension most likely reflects limited financial, human and social capital to implement more participatory approaches. Without addressing these capacities, widespread adoption of complex farming systems change appears unlikely.

Originality/Value: Whilst many studies have identified a need for local innovation to enable CA utilisation, few have qualitatively explored directly with local researchers the capacity of such systems to do so. We address this gap in the literature.     

Reviews

Book reviewed in this article:
Gone Dredging : Lipservice—The Story of Talk in Schools , Pat Jones.
Texts in Search of Contexts : Literary Theory and English Teaching , Pat Griffith.
Broadening the Context: English and Cultural Studies , Ed., Michael Green.
Fiction for a Troubled Isle : DIFFERENT FACES: Growing Up with Books in a Multicultural Society , Winifred Whitehead.
Parsing in the Rain : The Language Umbrella: a study on the role of grammar in secondary schools     

Evaluation and impact of a reflective training process for rural extension agents

Purpose: This article assesses a non-traditional training methodology for extension agents, focused on the exchange of experiences among peers and the reflection on practice, with the aim of exploring its potential as a training strategy.

Design/Methodology/approach: A quali-quantitative investigation was conducted, which included interviews with extension agents, the use of different questionnaires, and recordings of the evaluation sessions carried out during each workshop.

Findings: This research allowed us to understand the importance of effective group coordination, a participatory climate, working in small groups, and the feedback loop between theory and practice for processes of experience sharing and reflection on practice. Some of the positive effects of the training observed were that extension agents acquired new knowledge and methodologies, reflected critically upon their practice, and put into question their own extension approach.

Practical Implications: Given its potentialities, implementing training processes focused on experience sharing and reflection on practice for rural extension workers, seems advisable.

Theoretical Implications: This article contributes to the understanding of how experience sharing and reflection on practice can generate transformations in rural extension agents’ approaches and positioning.

Originality/Value: This study systematically assesses the impacts that training has on extension workers, as well as the underlying processes that made it possible to generate them.