Scottish education: Changes in the examination structure in secondary schools

Conclusion Any examination system, to maintain its viability, must change in response to relevant pressures. When the Certificate examinations were introduced in 1888, their purpose was threefold: — to supplement the inspection of certain secondary-type schools; to establish uniform standards of attainment; to provide a Certificate acceptable to the universities and other examining or professional bodies. The first of these purposes was a temporary expedient, vital at that particular stage in the development of Scottish secondary education; the other two are still valid purposes today. Throughout the years, changes in the Certificate examinations have had two main aims: the encouragement of a widening of the curriculum to meet changing conditions, social, economic and industrial; and an easing of the pressure on secondary pupils. The introduction of the Ordinary grade in 1962 is entirely within this tradition; the projected Advanced grade is less clearly so;1) nevertheless, this departure may be the inevitable reaction to pressures to which the system has not previously had to respond.Whatever the final outcome may be, the emerging pattern of the examination structure in Scottish secondary education is at least evidence of an adaptability and resilience which critics of the system had feared it might no longer possess. It may even be the case that the future historian will regard 1962 as one of the key dates in Scottish education, paving the way for an extension of the provision of full secondary education, with a more relevant and vital curriculum, an examination structure geared to modern needs, and a consequent utilisation of talent which the country has always possessed, and can no longer afford to neglect.

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Schottische Erziehung: Veränderungen im Prüfungswesen

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Education ecossaise: Changements dans la structure des examens des ecoles secondaires

     

Panel 3: Into the Glass Darkly: Future Directions in the 21st Century

ABSTRACT

Panelists look at publishing and scholarly communications from varied perspectives and discuss possible futures for interaction between publishers, libraries, and the research university.     

Making a Theist out of Darwin: Asa Gray’s Post-Darwinian Natural Theology

In March of 1860 the eminent Harvard Botanist and orthodox Christian Asa Gray began promoting the Origin of Species in hopes of securing a fair examination of Darwin??s evolutionary theory among theistic naturalists. To this end, Gray sought to demonstrate that Darwin had not written atheistically and that his theory of evolution by natural selection had not presented any new scientific or theological difficulties for traditional Christian belief. From his personal correspondence with the author of the Origin, Gray well knew that Darwin did not affirm God??s ??particular?? design of nature but conceded to the possibility that evolution proceeded according to ??designed laws.?? From this concession, Gray attempted to develop a post-Darwinian natural theology which encouraged theistic naturalists to view God??s design of nature through the evolutionary process in a manner similar to the way in which they viewed God??s Providential interaction with human history. Indeed, securing a fair reading of the Origin was not Gray??s sole aim as a promoter of Darwinian ideas. In Darwin??s theory of natural selection, Gray believed he had discovered the means by which a more robust natural theological conception of the living and evolving natural world could be developed. In this paper I outline Gray??s efforts to produce and popularize a theistic interpretation of Darwinian theory in order to correct various misconceptions concerning Gray??s natural theological views and their role in the Darwinian Revolution.     

Curve and instep kick kinematics in elite female footballers

The three-dimensional kinematics of international female footballers performing a simulated direct free kick (curve kick) were compared with those of an instep kick. Reflective markers attached to the participants were tracked by 17 Vicon cameras sampling at 250 Hz. Foot velocity at ball impact did not differ between the two types of kick, but the way in which foot velocity was generated did differ, with instep kicks using a faster approach velocity and greater linear velocities of the hip and knee, and curve kicks using a greater knee angular velocity at impact. In both types of kick, peak knee angular velocity and peak ankle linear velocity occurred at ball impact, providing biomechanical support to the common coaching recommendation of kicking through the ball. To achieve a curved ball trajectory, players should take a wide approach angle, point the support foot to the right of the intended target (for right-footed players), swing the kicking limb across the face of the goal, and impact the ball with the foot moving upwards and in an abducted position. This information will be useful to coaches and players in identifying the fundamental coaching points necessary to achieve a curved trajectory of the ball compared with the more commonly described instep kick kinematics.     

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.