The Role of Initial Learning,Problem Features,Prior Knowledge,and Pattern Recognition on Transfer Success

The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer.     

The Economics of Monomedia and Cross-Media Expansion: A Study of the Case Favouring Deregulation of TV and Newspaper Ownership in the U.K.

Since the early 1990s, regulators across the globehave faced increasing pressure from media firms toliberalise domestic media and cross-media ownershiprestrictions. Based on empirical research carried outin the U.K., this paper examines the ``economic' case putforward in favour of deregulation. Findings suggestthat, although factors other than size will affectperformance, there is generally a strong and positivecorrelation between the market share and the operatingprofitability of firms involved in either televisionor radio broadcasting or newspaperpublishing. But, with regard to cross-media ownershipof television and newspapers, there is nocompelling evidence that diagonal integration bringsabout inherent synergies, economies of scope or othereconomic benefits. Thus, whereas a variety ofeconomic efficiency gains may be available to justifya relaxation of restrictions over monomedia expansion,few such benefits can be found in support ofderegulating cross-ownership of television andnewspapers.     

Refinements Introduced in the Oddy Test Methodology

The ‘Oddy test’ is an accelerated corrosion test introduced in the 1970s at the British Museum to identify materials likely to emit volatile substances that could harm museum artefacts. It is carried out in many museums all around the world, but not always using the same methodology, which makes it difficult to compare and share test results between institutions. Refinements to the Oddy test methodology have been implemented at the British Museum over the last decade and the aim of this paper is to present these and promote consistency across institutions. The modifications introduced concern the method used to wash the glassware, the preparation of the metal coupons, and standard methods for preparing samples of liquid coatings, adhesives, and adhesive tapes. Finally, conducting Oddy tests is time consuming and measures employed at the British Museum to reduce the number of materials to be tested and streamline testing are described.     

The results of graduate external degree programs: Some emerging patterns

The Institute for Personal and Career Development, the external degree-granting arm of Central Michigan University, has been administering graduate external degree programs for approximately eight years. A survey of the graduates of Institute graduate programs revealed that these graduates are satisfied with the education they received through the Institute's external degree programs, that they have experienced personal and career development which they attribute at least in part to participation in Institute programs, and that they feel the educational goals and objectives of Institute programs have been accomplished.     

Education policy as normative discourse and negotiated meanings: Engaging the Holocaust in Estonia

This article uses a socio-cultural approach to analyze the formation and implementation of Estonia’s Holocaust Day Policy, a day of both commemoration for victims of the Holocaust and other crimes against humanity, and education about the Holocaust. It investigates both the multi-level development of the policy in light of external pressure (from foreign advocates and transnational groups including NATO and the Council of Europe) and the ways in which policy as normative discourse was constructed and its meanings negotiated between international sources, the national government, and educators. It draws attention to the multifaceted nature of discourse in a post-authoritarian context where power disparities further complicate an already complex trans-national policy environment.