Genetic Change and Continuity from Fourteen to Twenty Months: The MacArthur Longitudinal Twin Study

Genetic change as well as continuity was investigated within the domains of temperament, emotion, and cognition/language for 200 pairs of twins assessed at 14 and 20 months of age in the laboratory and home. The second year of life is marked by change rather than continuity: correlations from 14 to 20 months averaged about .30 for observational measures of temperament and emotion, about .40 for language measures, and about .50 for mental development. 2 types of genetic change were examined: changes in the magnitude of genetic influence (heritability) and genetic contributions to change from 14 to 20 months. In general, heritability estimates were similar at 14 and 20 months. Evidence for genetic influence on change from 14 to 20 months emerged for several measures, implying that heritability cannot be equated with stability. Analyses of continuity indicated that genetic factors are largely responsible for continuity from 14 to 20 months.     

Globalization, Race and Education: Continuity and Change

This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion.     

Constructing Narratives of Continuity and Change: A transdisciplinary approach to researching lives

In outlining the framework offered at the UNESCO Regional Conference in support of Global Literacy (New Delhi, November 2007), it was pointed out that concepts of poverty, sustainable development and particularly of literacy and innovation have themselves been in continuous re‐construction. An analysis of the context and condition for literacy policies and initiatives in Bangladesh—a country with one of the highest rates of both poverty and illiteracy—was undertaken, as an exemplar for other countries of the Asian region, and for Third World countries around the globe. It is suggested that to meet the challenge ahead, social‐structural strategies must be joined with instructional strategies and second socializations of all involved; and both the planners and providers of adult literacy, and the intended beneficiaries of adult literacy dispensation must be mobilized. Commitments must last for a decade—and more if necessary.     

Continuity and Change in English Further Education: A Century of Voluntarism and Permissive Adaptability

ABSTRACT

This paper argues that the evolution of further education colleges in England is marked by both continuities and change, and provides evidence to show that they retain many of the characteristics and the underlying rationale present at the turn of the twentieth century. A defining characteristic remains the colleges’ need to respond to student demand in a continued climate of voluntarism and lack of policy commitment to the education of young people beyond school-leaving age.     

马克思“以人为本”思想的历史嬗变

马克思"以人为本"思想是与时俱进的,马克思"以人为本"思想的转变经过了由萌芽、发展到完备的思想历程。马克思"人本观"在继承了前人的人本思想的同时,在实践中得到发展,使"以人为本"思想更具有了现实意义。     

English Language Teaching in Brunei Darussalam: Continuity and Change

In this paper, the authors trace the development of education and the issue of language in education in Brunei Darussalam from 1906 to the present. They look at some of the planned and unplanned language programmes and initiatives, and discuss the problems encountered in implementing some of these initiatives.     

Continuity and Change in the Collegial Tradition

This article has four main purposes: to explore the meaning of the idea of collegiality, to consider its importance in the governance of British institutions of higher education, to examine the pressures for change that have been exerted upon both the collegiate model of the university as well as upon the idea of collegiality, and to ascertain what relevance – if any – the idea of collegiality has in the context of a system of mass higher education. The article is a report upon ongoing research, of which interviews with some fifty Oxford academics and officials form the core of its empirical base. Naturally we welcome feedback. An important subtheme is our attempt to understand the process of change in British higher education. Our analysis suggests that the change process is best understood through an analysis of the interaction between state pressure for change and developments within the character of the academic profession.     

Assimilation, Faith and Identity: Educational Implications of Change and Continuity

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.     

Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions

This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood to change positions within academia. The indications are that women and men are equally committed to their academic careers in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support, advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership, rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed in order to attract more women scientists and narrow the current gender gap.     

职业院校英语教师语言磨蚀与抗磨蚀研究

采用定性和定量研究方法,对云南地区职业院校的36名在职英语教师进行问卷调查和英语能力测试,并用SPSS软件对数据进行处理分析。研究发现云南地区职业院校英语教师存在着英语语言能力磨蚀,其语言磨蚀与其教龄存在着镜像特征。基于语言磨蚀理论并结合高职院校外语教学的现状,来探讨云南省职业院校外语教师专业发展的路径,对外语教师语言水平的维护和教育质量的提高有积极意义。     

Change and Continuity in the Singapore Literature-in-English Curriculum

This paper examines contestations over the value of Literature in the secondary school curriculum in the former British colony of Singapore and the way the Literature curriculum has been framed to understand the various issues surrounding the role of Literature education. Using Raymond Williams’ framework of dominant, residual and emergent ideologies, I show how the dominant perception of Literature study in Singapore as a decontextualised humanistic and aesthetic subject is influenced by its residual British colonial legacy. Significant official changes, fundamentally conservative, have been driven by the governing ideology of instrumental pragmatism and are tied to twin aims of economic well-being and national belonging. The conservative view of Literature education prevents the adoption of emergent views of Literature education as hybrid, multimodal and critical. A pragmatic re-evaluation of the aims of Literature education in the twenty-first century is required to regain renewed significance for the subject.     

Learning Communities,Academic Performance,Attrition, and Retention: A Four-Year Study

This study extends and makes unique methodological contributions to research on the impact of learning communities (LCs) on community college students. Much of the previous research was short-term, lacked adequate comparison groups, and focused on four-year college students. This four-year study controlled for instructor-related variables by comparing academic outcomes of LC students with those of non-LC students taught by the same instructor during the same semester. Differences in grades, attrition, and retention were compared between students enrolled in two pairs of linked English 101 and Psychology 101 LC classes and students enrolled in non-LC courses with the same professor. Student enrollment in the LC courses was associated with higher grade point averages, lower course attrition rates, and higher fall-to-spring semester retention rates. Reasons for the relative scarcity of LCs in community colleges is discussed, along with recommendations as to how institutions can encourage the growth of LCs on their campuses.