Young,free and single? Theorising partner relationships during the first year of university

Recent research into young people’s private social worlds has highlighted the significance of family and friend relationships for students’ experiences of the transition to university. Drawing on data generated through a qualitative longitudinal study with 24 young women undergraduate students, this paper provides an original contribution to this growing body of literature by bringing committed partner relationships into view. The following discussion uses the notion of the ‘moral tale’ in order to reveal the ways in which singleness and commitment to a partner were experienced and articulated by young women undergraduate students at this important juncture. This paper raises important questions about how young women are able to take on ‘traditional’ and ‘authentic’ student identities whilst also remaining connected to important sources of love and support at this time of heightened change     

J.S. Mill’s inductive methods in artificial intelligence systems. Part I

The principles of J.S. Mill’s induction are formulated. These principles are developed and formalized for the five J.S. Mill’s inductive methods (the method of agreement, the method of difference, the joint method of agreement and difference, the method of residues, and the method of concomitant variations). The method of agreement, the method of difference, and the joint method of agreement and difference are considered in Part I. The possible strategies of plausible reasoning that realize the interaction of Mill’s induction, analogy, and abduction are formulated. These strategies are considered to be cognitive reasoning (justification is provided).     

Hypercorrection of high confidence errors in children

Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors.     

Professionalizing the audio-visual field

Summary In summary, then, of the six criteria set forth in this paper; (a) intellectual technique, (b) application of technique to practice, (c) long training period, (d) association of members with a high quality of communication, (e) a series of standards and an enforced statement of ethics, and (f) an organized body of intellectual theory constantly expanding by research, audio-visual personnel meet only the first and second completely. The fourth and fifth are met to a degree which is not satisfactory but which is improving. And the third and sixth tests rate such low scores that failure is the only possible grade. This adds up, in the opinion of the writer, to the simple stated fact thatthe audio-visual field is not yet a profession. The professionalization of the educational field is a concern of all educators. In this article James D. Finn has undertaken the task of presenting a framework within which audio-visual specialists can work toward such professionalization. It is the first of a series of articles by members of the DAVI Committee on Professional Education on different aspects of this problem. Dr. Finn is Associate Professor of Education and Chaiman of Audio-Visual Education at the University of Southem California. He is also Chaiman of the DAVI Committee on Professional Education.     

Independent effects of step length and foot strike pattern on tibiofemoral joint forces during running

The purpose of this study was to examine the effects of step length and foot strike pattern along with their interaction on tibiofemoral joint (TFJ) and medial compartment TFJ kinetics during running. Nineteen participants ran with a rear foot strike pattern at their preferred speed using a short (?10%), preferred, and long (+10%) step length. These step length conditions were then repeated using a forefoot strike pattern. Regardless of foot strike pattern, a 10% shorter step length resulted in decreased peak contact force, force impulse per step, force impulse per kilometre, and average loading rate at the TFJ and medial compartment, while a 10% increased step length had the opposite effects (all P < 0.05). A forefoot strike pattern significantly lowered TFJ and medial compartment TFJ average loading rates compared with a rear foot strike pattern (both <0.05) but did not change TFJ or medial compartment peak force, force impulse per step, or force impulse per km. The combination of a shorter step length and forefoot strike pattern produced the greatest reduction in peak medial compartment contact force (P < 0.05). Knowledge of these running modification effects may be relevant to the management or prevention of TFJ injury or pathology among runners.     

Action Competence and Environmental Education

A sharper profile of environmental education is needed to improve the quality of future environmental education. This involves an understanding of the conceptions related to ‘environmental issues’. It is argued that environmental issues have to be understood as issues in the community with conflicting interests at several levels. At the same time the authors argue for the development of the ‘action competence’ of the pupils as the main goal of the new generation of environmental education and refer to promising findings from Danish environmental education, mainly from the MUVIN Programme.     

On the definition of empirical regularities by the JSM method for the automatic generation of hypotheses

In this paper, empirical regularities are defined that were discovered in fact bases using JSM reasoning. These regularities are subdivided into empirical laws and tendencies.     

Evidence on the Performance of Canada/Europe Co-productions in Television and Film

International co-production has become an increasingly important mode for television programs and film. In this paper we report the results of a survey on partner perceptions of performance in Canada/Europe co-productions. In particular we examine whether expectations that the general experience is positive and that Canadian and European partners have similar assessments of the level of performance, are justified. Our survey evidence does support the hypothesis that in total the experience is positive. However, it appears this is only the case because a good creative artistic performance more than outweighs a less than satisfactory total project recoupment. The hypothesis that Canadian and European partners have similar perceptions of performance is not borne out. Generally, Canadian partners seem more satisfied than European, particularly French.     

Book reviews

Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt University.     

Memories of structured input become increasingly distorted across development

Trajectories of cognitive and neural development suggest that, despite early emergence, the ability to extract environmental patterns changes across childhood. Here, 5- to 9-year-olds and adults (N = 211, 110 females, in a large Canadian city) completed a memory test assessing what they remembered after watching a stream of shape triplets: the particular sequence in which the shapes occurred and/or their group-level structure. After accounting for developmental improvements in overall memory, all ages remembered specific transitions, while memory for group membership was only observed in older children and adults (age by test-type interaction η² = .05). Thus, while young children form memories for specifics of structured experience, memory for derived associations is refined later—underscoring that adults and young children form different memories despite identical experience.