Film History

Richard Meran Barsam's Nonfiction Film: A Critical History (New York: Dutton, 1973 -- $9.95/4.95)

Stanley Kauffmann and Bruce Henstell (eds.) American Film Criticism from the Beginnings to Citizen Kane: Reviews of Significant Films at the Time They First Appeared (New York: Liveright 1973 -- $12.00/3.95)

Donald C. Willis' Horror and Science Fiction Films: A Checklist (Metuchen, N.J.: Scarecrow Press, 1972 -- $15.00)

Chris Steinbrunner and Burt Goldblatt's Cinema of the Fantasic (New York: Saturday Review Press, 1972 -- $9.95)

Lawrence B. Thomas' The MGM Years: The Golden Age of Movie Musicals (New Rochelle, N.Y.: Columbia House (distribution by Arlington House), 1972 -- $14.95)     

Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.     

Academic developers and international collaborations: the importance of personal abilities and aptitudes

Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and institutional levels that are essential for effective collaboration. There is limited literature on academic development in international collaborations and on its personal dimensions. We illustrate these ideas using a UK-Pakistan collaboration. Attention to the personal dimension is likely to be a key consideration for other academic developers working in international collaborations.     

The Relationship Between a Student’s Success in First-Semester General Chemistry and Their Mathematics Fluency,Profile, and Performance on Common Questions

Journal of Science Education and Technology - In an effort to investigate the factors that lead to success in general chemistry, the Math-Up Skills Test (MUST) and common questions were used along...     

Policy aspects of privacy and access

Abstract

This paper first reviews the development of record‐keeping privacy, together with its legislative attention and major studies of it. It then identifies new dimensions of personal privacy and illustrates them with electronic mail. It notes the intricacy of policy issues arising from large‐scale use of computers and communications for systems that provide a variety of services, many of them oriented toward the individual. The legislative awkwardness of providing protection to the individual and the role of the federal government in the entire issue is described. Other systems that will create new privacy issues are touched on. The “privacy future” is discussed in terms of access‐without‐action, information representation, information protection, exploitation of information such as computer matching, the large‐scale availability of personal information to many people, and the widespread appearance of systems that deal with information about people but for other than record‐keeping purposes. Finally, two broad policy issues are identified: (1) In an information‐intensive future, how can the country establish societally acceptable usage patterns for information but at the same time provide protection for its citizens? (2) How can the country create an appropriate mechanism for addressing such a pervasive and complex issue?     

Restrictive physical interventions and teacher professionalism: a discussion

This article examines how the use of restrictive physical interventions (RPIs) for pupils within a social, emotional and mental health (SEMH) special needs primary school relate to teacher professionalism. The dialogue is written from the perspective of the headteacher of such a school. It is a personal response to the suggestion that teachers are sometimes reluctant to identify themselves as professionals, and examines the extent to which RPIs cast them as carers rather than educators. The discussion addresses the question: To what extent does the use of RPIs in a SEMH special needs school constitute an aspect of teacher professionalism, and what shape does this take? The work concludes with the suggestion that the use of RPIs transcends any debate about professionalism, and that those working in the SEMH field need to focus their attention on ensuring these acts are conducted in a manner that meets the needs of the pupils.     

汪星人的控诉

我们人类可以有很多朋友,但我们的宠物们就只有我们一个。失去它们,我们不会活不下去,但是它们失去了我们,它们所面临的未来是无比残酷的。所以要么就不养,养了就要负起责任。小时候,我总会做些滑稽古怪的动作把你逗得哈哈大笑。即使我把你的许多鞋子和抱枕都撕咬抓破,你还是会把我称为你的孩子,我成了你最好的朋友。每次我"使坏"的时候,你都会向我摇摇手指,问道:"你怎么能这样做呢?"