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 .     

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.     

聚焦《海底总动员》

Distributor:Walt Disney/PixarDirected by:Andrew StantonWritten by:Andrew StantonRunning Time:101 minutesRelease Date:May 30.2003Budget:(?)94 million estimatedUS.Opening Weekend:(?)70.6 million     

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     

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.     

Table of Contents

Executive Summary Foreword Acknowledgments The Development of Doctoral Students: Phases of Challenge and Support Why Do We Need to Understand Doctoral Students' Development? Why Have Doctoral Students Been Forgotten? How Do Doctoral Students Develop? A Model of Doctoral Student Development Organization of the Monograph Student Development Theory: A Primer Defining Student Development Psychosocial Development Social Identity Development Racial Identity Development Cognitive Development Conclusion Understanding Doctoral Education Doctoral Degrees and Their Purposes The Structure of the Doctoral Program Today's Doctoral Students Key Constituencies in the Doctoral Program Phase I: Entry Challenge: The Initial Transition Support: Orientation Challenge: Coursework Challenge: Changes in Thinking Challenge: The Transition from Undergraduate to Graduate School Expectations Support: Initial Relationships with Peers and Faculty Student Departure in Phase I Conclusion Phase II: Integration Challenge: Coursework Support: Peer Relationships Support: Advisor Relationship Challenge: Examinations Challenge: Changing Role Student Departure in Phase II Conclusion Phase III: Candidacy Challenge: Transition to Candidacy Challenge: The Dissertation Experience Challenge: Isolation Support: The Dissertation Advisor Challenge: The Job Search Challenge: Transition to Professional Role Student Departure in Phase III Conclusion Summary and Recommendations Implications for Phase I Implications for Phase II Implications for Phase III Implications for Future Research Conclusion Appendix: Details of Research Conducted to Construct the Model References Name Index Subject Index About the Author     

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     

Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.     

Book reviews

The Sage handbook of special education : Lani Florian (Ed.) Moral education—beyond the teaching of right and wrong : Colin Wringe Interviewing and representation in qualitative research : John Schostak Citizenship and language learning: international perspectives : A. Osler and H. Starkey Early literacy work with families: policy, practice and research : Cathy NutbrownPeter Hannon & Anne Morgan Qualitative research in education: a user's guide : Marilyn Lichtman     

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.     

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     

REVIEW SECTION

Book reviewed in this article:
Choosing 'China and Me': FINDING A LANGUAGE—Autonomy and Learning in Schools: Peter Medway.
Frequency of Gobbledegook: Readability in the Classroom: Colin Harrison.
Suspending judgement in a social context: TEACHING ABOUT TELEVISION: Len Masterman.     

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: Activating participation: parents and teachers working towards partnership : G. Crozier & D. Reay (Eds) Making sense of children's drawing : Angela Anning & Kathy Ring Issues in Holocaust education : G. Short & C. A. Reed Rethinking religious education and plurality: issues in diversity and pedagogy : Robert Jackson Curriculum studies in post‐compulsory and adult education: a teacher's and student teacher's guide : Mary Neary Succeeding in diversity: culture, language and learning in primary classrooms : J. Conteh