Modular programming of curricula

A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients.     

A very English revolution: the impacts of co-residence at the University of Oxford

ABSTRACT

This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges.     

Comparing Models of Change to Estimate the Mediated Effect in the Pretest–Posttest Control Group Design

Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example.     

A review of ‘psychology and the study of education: critical perspectives on developing theories’

This review examines Psychology and the Study of Education: Critical Perspectives on Developing Theories, a collection of academic articles edited by Cathal Ó Siochrú. The collection comprehensively considers wide-ranging topics pertinent to the psychology of education, with a target audience of educators and students wishing to learn more about psychology. The review evaluates the collection as an integrated work of entries and analyses each component chapter; recognising the success of the collection with respect to its aim of challenging readers to critically reflect upon and consider the value of psychology in both understanding and influencing education. The book transcends the common formula of academic article collections in this area by being presented in a somewhat conversational manner, making it both interesting and accessible. The book is recommended for anyone interested in the psychology of education and for anyone who values the advancement of learning and teaching.     

Strong／weak limits and strong／weak differentials of multi-variable indeterminate forms. II： Supplementary annotations and analysis

Supplementary annotations on special forms 1to 4, discussion on the general characteristics of K(t) and K(t,t′), and analyses on two noticeable limits are presented in this part. It is demonstrated that strong and weak parabolic transforms can beemployed to change the standard form of a multi-variable indeterminate form into χ^mK type, hence to derive the standardformulae of the limit and the differential.     

Activating lignite and sludge by electro-hydraulic impulse

1. Introduction At present, it is necessary to use fertilizer to ensure the stable and high agricultural productivity. However, as we all know, the fertilizer not only decreases the self-fertility of soil, but also is accompanied with pesticide. Food poisoning caused by remnant pesticide in fruits and vegetables is often reported, and in such cases, chronic poisoning is the majority. The remnant pesticide accumulates in body gradually, and then induces kinds of disease. As reported, the Miyu…     

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.