Ralph Lane's 1586 Discourse on the First Colony: The Renaissance Commercial Report as Apologia

In 1584 Sir Walter Raleigh received from Queen Elizabeth a patent to colonize any region of North America not possessed by a Christian prince. In 1585 he sent a fleet of seven ships to plant a colony under the governorship of Ralph Lane on Roanoke Island near what is now the Outer Banks of North Carolina. The colony lasted less than a year and then returned to England, where Lane produced a commercial report explaining the failure. Using research from speech communication on the rhetoric of apologia, this essay analyzes Lane's attempts to answer four criticisms of his governorship: that he mistreated the Indians, that he failed to explore the region to find commodities valuable to Raleigh and his investors, that he was an incompetent military commander, and that he deserted the colony. The essay also evaluates Lane's recommendations that future colonies be established further north on the Chesapeake Bay.     

A Fantasy-Theme Analysis of Arthur Barlowe's 1584 Discourse on Virginia: The First English Commercial Report Written about North America from Direct Experience

In 1584 Walter Raleigh received from Queen Elizabeth letters patent to colonize any region of North America not possessed by a Christian prince. In that same year he sent a reconnaissance fleet of two ships to explore the area surrounding Roanoke Island on what is now the Outer Banks of North Carolina. When the ships returned to England, Arthur Barlowe, probably with some help from Raleigh and others, produced his “Discourse”, which is the first English commercial report written about any place in North America based on careful reconnaissance. Using fantasy-theme methodology, this article examines the persuasive strategies that the report uses in its attempt to attract a larger group of English merchants, colonists, government officials, and adventurers to Raleigh's project.     

发展观念中的怀旧心理

人们应当调整怀旧心理,树立正确的人生观,用发展眼光看待改革、支持改革,保证改革的顺利推进.     

Do Children Who Experience Regret Make Better Decisions? A Developmental Study of the Behavioral Consequences of Regret

Although regret is assumed to facilitate good decision making, there is little research directly addressing this assumption. Four experiments (N = 326) examined the relation between children's ability to experience regret and the quality of their subsequent decision making. In Experiment 1 regret and adaptive decision making showed the same developmental profile, with both first appearing at about 7 years. In Experiments 2a and 2b, children aged 6–7 who experienced regret decided adaptively more often than children who did not experience regret, and this held even when controlling for age and verbal ability. Experiment 3 ruled out a memory‐based interpretation of these findings. These findings suggest that the experience of regret facilitates children's ability to learn rapidly from bad outcomes.     

After behaviourism,navigationism?

Two previous articles in this journal advocate the greater use of a behaviourist methodology called ‘Precision Teaching’ (PT). From a position located within virtue ethics, this article argues that the technical feat of raising narrowly defined performance in mathematics and other subjects is not sufficient justification for the extensive use of behaviourist techniques such as this. The article uses ideas drawn from ancient Egyptian mythology as well as some more familiar Greek philosophy, to raise broader questions about the wisdom of relying too heavily on technical rationality in present-day educational practice. The polemical intent is to dismiss unreflective behaviourism and to offer a brief glimpse of a very new educational paradigm: ‘navigationism’.     

Growth of the ‘Transition Year’ programme nationally and in schools serving disadvantaged students, 1992–2011

The Transition Year (TY) programme has seen large increases in the number of participating schools and students since the 1990s. However, existing documentation of this growth has been intermittent and sometimes inconsistent. This paper documents in detail the changes seen in school provision and student uptake for the 19 years from 1992/1993 to 2010/2011, drawing on data provided by the Department of Education and Skills. Issues considered include the mainstreaming of TY in 1994, cohort participation rates (proportions of junior cycle students progressing to TY), school type and student gender. Particular attention is given to provision and uptake of the programme with regard to students from socioeconomically disadvantaged backgrounds. This is examined through the use of both school-level (school participation in schemes aimed at addressing socio-economic disadvantage) and student-level (possession of a medical card) information.     

STILL TO COME

The hundredth anniversary of any organization's founding is an occasion for celebration. At the least, one can celebrate the organization's longevity in surviving for a whole century. The organization has to be doing something right to exist that long. The Religious Education Association has done many good things in its hundred years of existence. These things should be remembered and praised.     

Identifying Hidden Fund Sources Within The College's Energy Budget

Community colleges often are catalysts for economic and workforce development in localities with high unemployment or large numbers of dislocated workers. Increasingly, dislocated workers—individuals who have experienced job loss due to occupational closings, reduced workforces, or severe local economic downturns—are enrolling in educational and retraining opportunities, career counseling, and other supports offered by their local community college in partnership with federal and state assistance programs. Although benchmarks for two-year college success include providing institutional supports to address students’ academic, social, and personal adjustment needs, little research exists to help guide effective practices aimed at supporting dislocated workers’ two-year college adjustment, retention, and success. To help fill this gap, this study collected data describing 117 dislocated-worker students’ academic, social, personal-emotional, and institutional adjustment. Next we compared dislocated worker adjustment factors with those of 143 nondislocated worker students. Contrary to our expectations, the dislocated workers in our study actually reported better academic adjustment and better academic performance than other students. Also contrary to our expectations, we found no differences in adjustment needs between the two different groups on the basis of social support, goal-directedness, or barriers to employment success. We discuss implications for practice arising from our unexpected findings and present limitations of the study and directions for future research.