Adult Education,Social Action and the IBA: the sixties to the eighties

The article describes the arrival and organisation of adult education on ITV. The author describes the development of social action programming and the arrival on the scene of the Community Education Officers in the ITV companies. The author contends that while the formal networked adult education output was only partially successful, the development of social action, fitting as it does the federal structure of ITV, opened up a rich new vein in British public service broadcasting.     

The struggle to technicise in education policy

In contemporary education policy, simplified technical accounts of policy problems and solutions are being produced with the use of numeric calculations. These calculations are seen as clear and unbiased, capable of revealing “what works” and identifying “best practices.” In this piece, the authors use resources from the material-semiotic approach of actor-network theory to discuss how calculations have begun to serve as a subtle infrastructure underpinning the way we understand and organise our world. They demonstrate the usefulness of the approach in tracing the technicisation of policy by deploying it to qualitative studies of like-school comparisons in the two unexpectedly linked locations—New York City and Australia. The authors reveal how technical accounts are precarious and need constant maintenance to endure, even as they increasingly becoming routine, curtailing the policy imagination and limiting the spaces of contestation. It is for this reason, they argue, that a deeper understanding and sustained critique of such accounts is of pressing importance.     

略论大学生面试中需谨记的问题

笔者根据工作实际,谈了大学生应聘过程中应注意的几个问题,帮助大学生在就业的路途中少走弯路,引导大学生端正就业心态,尽快实现就业.     

The struggle to make sense of doctoral study

Semi-structured, qualitative interviews conducted with an ethno-culturally diverse group of 27 doctoral students in one Canadian university department produced narratives that often featured stories of stress and struggle. Two interrelated themes emerging from the data are highlighted here: surviving financially and dealing with divisions and diversity. The context is one where student bodies have become more diverse and the academic labour market less geared to full-time tenured positions. We argue that the commonplace notion that doctoral study means elite students being socialized into academic futures de-emphasizes the material conditions and interpersonal tensions that actually characterize everyday student life.     

《醉翁亭记》及英译的短语识别与句法研究

本文首先介绍英汉短语及英汉语言的整体特点,基于《醉翁亭记》及英译,对比分析英汉句法特点,集中在汉语中排比,对偶,对照句式的翻译,汉译英中添加介词,及文化负载词的处理。     

如何记英语单词及扩大词汇量

词汇学习是英语学习中一项最基本、最重要的内容。识记单词、扩大词汇量对于提高英语水平至关重要。根据英语词汇的语音、词形、词义，以科学的方法记单词，采用广泛阅读的方法扩大词汇量，并以良好的情绪、十分自信的心情来进行这些识记活动，记单词、扩大词汇量就能达到事半功倍的效果。     

如何记英语单词及扩大词汇量

词汇学习是英语学习中一项最基本、最重要的内容。识记单词、扩大词汇量对于提高英语水平至关重要。根据英语词汇的语音、词形、词义,以科学的方法记单词,采用广泛阅读的方法扩大词汇量,并以良好的情绪、十分自信的心情来进行这些识记活动,记单词、扩大词汇量就能达到事半功倍的效果。     

高职院校继任班级辅导员应如何开展工作

继任班级辅导员工作的开展是学生管理工作的难点,本文探讨了继任班级辅导员工作开展的四条有效途径,既是经验的总结,又具有一定的理论指导意义。     

The sixties and the seventies: Aspects of student activism in West Germany

The fundamental differences between the student movement in West Germany in the 1960s and the 1970s are analysed and the personal, social, political and organizational factors influencing these changes are described. Information from surveys of student opinion is used to illustrate the argument.     

被湮没的抗争：抗战时期国民政府的对敌宣传

在抗日战争中,作为抗战最主要的组织者,国民政府发挥自己作为中央政府的角色,开展了积极有效的对敌宣传工作。国民政府的对敌宣传斗争是中国人民抗日战争的组成部分。     

The Neighbourhood House: site of struggle,site of learning

Adult education research has tended to concentrate on the pragmatics of facilitating learning and developing educational programmes in institutionalised settings. Critical, contextual analysis of adult learning, and studies of informal learning, are both relatively neglected in the adult education literature. Applying concepts drawn from contestation theory to data from two Australian women's learning centres, this paper suggests that, while women gain considerable knowledge from adult education courses conducted in community centres, the informal, incidental or embedded learning that takes place as women participate in these centres is also very significant. This experiential learning enables women to make sense of and act on their environment, and to come to understand themselves as knowledge‐creating, acting being. It appears that much of this informal learning is generated by conflict between people within the centres.     

Aging,precarity, and the struggle for Indigenous elsewheres

Abstract

Through the structures and logics of the settler/capitalist state, the aging body can only be viewed as a crisis of decreased labor power and increased social expenditure; an amortization that has only worsened under neoliberalism. As such, this article calls attention to the conspicuous absence of a counter discourse and politics of aging within Native American and Indigenous studies. Within Indigenous communities, elders have always held places of distinction, which not only renders the dearth of theories of aging within Native studies problematic but also deeply limiting to the project of articulating the “decolonial option”. As discussed in the article, Indigenous theories of aging are a critical component of securing alter-Native existences, defined by relations of mutuality, responsibility and reciprocity.     

Predictors of foster parents' satisfaction and intent to continue to foster

OBJECTIVE: The United States General Accounting Office (United States General Accounting Office [USGAO], 1989) report on out-of-home care affirmed that the foster care system is in crisis. To shed light on some factors that influence retention, the study reported here asked "What factors influence the satisfaction of foster parents?" and "What factors influence the intent of licensed foster parents to continue to foster?" METHOD: A sample of 539 foster parents in eight urban counties in a large Midwestern state completed questionnaires aimed at addressing these questions. RESULTS: Some of the factors exerting the strongest influence on satisfaction were: feeling competent to handle the children who were placed; wanting to take in children who needed loving parents; no regrets about investment in foster children; foster mother's age; and agency social worker providing information and showing approval for a job well done. An example of factors exerting influence on intent to continue to foster include overall satisfaction, readiness to phone the social worker, number of foster boys in the home, being treated like one needed help oneself, and agency affiliation (private). CONCLUSIONS: Efforts to increase the supply of foster homes through recruitment is not enough. The support, training, and professional regard given to parents after they have begun the fostering task is of greater need. Based on analysis of the findings, implications for practice, programming, and policy are offered.     

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.     

The global,the local,and the science curriculum: A struggle for balance in Cyprus

In documenting educational reforms in the science curriculum of developing countries, a number of tensions become apparent as a result of struggles to preserve local values while incorporating global trends. This article describes and analyses these tensions and paradoxes, and discusses the intersections of cultural, economic, administrative and educational history of elementary school science curriculum development in Cyprus since its independence from the British in 1960. Using a combination of methodological tools that range from document analysis, historical research and ethnographic methods of collecting data, it is argued that the global and the local can be viewed spatially in terms of linking people, spaces and diverse knowledges. In order to ensure that local values in science curriculum development can be sustained without being absorbed by globalization curriculum developers in developing countries need to create spaces in which the local can be performed together with the global.     

Children exposed to obscene phone calls: what they remember and tell

OBJECTIVE: This case study examined children's reports from an obscene phone call (i.e., a verbal sexual abuse). We investigated which type of information the children reported, the completeness and accuracy of the children's statements, and whether there were systematic patterns in terms of memory distortions and omissions. METHOD: The completeness and the accuracy of the children's statements were examined by matching 64 children's statements given during police interviews with a detailed documentation of each phone call, made by the perpetrator during the actual phone calls. RESULTS: All children remembered the phone call per se, but they were found to omit almost all of the sexual and sensitive information (perpetrator's questions and statements) and about 70% of the neutral information given by the perpetrator. However, the children were accurate in the information they did report. CONCLUSIONS: The fact that the children did remember more of the neutral information suggests that they actually remembered the sexual information as well, but that they chose not to report it. Results indicate that children who have been sexually abused may remember more than they report in an initial interview. One possible underlying reason is that children experience shame or embarrassment.