Conceptions of mathematics and how it is learned: The perspectives of students entering university

This paper reports results from an investigation to identify the conceptions of mathematics held by beginning university students and their approaches to the study of mathematics. Phenomenographic techniques were used to analyze responses to a questionnaire administered to approximately 300 students. An analysis of the results identified a structural relationship between students' conceptions of mathematics and their approaches to learning it, with the majority of students viewing mathematics as a necessary set of rules and procedures to be learned by rote. The results of this research have implications for the ways in which teaching and learning are constituted within universities.     

The Effects of Metaphor Use and Message Format on Cognitive Processing and Persuasive Outcomes of Condom Promotion Messages

The potential of pictorial and verbal metaphors to gain attention and enhance persuasion is considerable. Few scholars, however, have investigated the persuasive effects of metaphor in health messages. We applied a 2 × 2 factorial experiment to examine the effects of metaphor use (metaphor/literal) and message format (verbal/pictorial) on cognitive processing and persuasive outcomes of condom promotion messages. Results showed no significant differences in cognitive processing according to metaphor or format, but there were differences in attitudes and behavioral intentions according to metaphor and format, with literal and verbal messages performing best. Potential explanations for findings and implications for future research and health message design are discussed.     

Cooperation in Teacher Education in the European Community

During 1977, the Commission of the European Communities offered for the first time a limited number of grants for short study visits in member states. These grants were introduced to enable teaching and administrative staff and researchers to undertake studies of aspects of the organization and administration of European Community higher education institutions. The central intention was the promotion of cooperation. This paper describes the strategies adopted in operating a study visit programme involving one institution in the United Kingdom and fourteen institutions in six member states of the European Community, i.e. Belgium, Denmark, France, Holland, Italy and West Germany, and presents an interim evaluation of the outcomes of this project.     

Does the Rasch Model Really Work for Multiple-Choice Items? Take Another Look: A Response to Divgi

Divgi's (1986) study concludes, largely on the basis of a proposed test o f fit that is designed to be more powerful than Wright and Panchapakesan's (I 969) test, that the Rasch model is never appropriate for use with multiple-choice type test items. This paper is an attempt to refute the conclusions of Divgi's study.     

Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape

Health care library and knowledge services (LKS) are now expected to contribute to the provision of Patient and Public Information (PPI). The challenges of an ageing population, prevalence of long‐term conditions and the encouragement of patients to self manage give added impetus. The Knowledge for Health care PPI Task and Finish Groups developed strategic partnerships with national organizations and produced a suite of resources to support LKS staff. Outputs include guidance, workshop materials, an Ideas Bank and Guide to NHS Choices. The work of the PPI Task and Finish groups will continue to support staff as they develop activities and evidence its impact.     

Celebrating the role of health information

This inaugural virtual issue of the Health Information and Libraries Journal (HILJ) celebrates the contribution of health information in informing health and social care library and information provision. It has been drawn together to reflect the 2010 biennial Health Libraries Group conference theme of Keeping Information Centre Stage Amid Changing Scenery and includes a series of eleven key papers published in the journal over the last two years. This virtual issue mirrors the usual format of a journal issue with a review article, original articles and regular features on Learning and Teaching in Action, Using Evidence in Practice and International Perspectives and Initiatives. All papers included in this virtual issue of Health Information and Libraries Journal are available free online.     

Student selection and admission to higher education:Policies and practices in the Asian region

Student selection and admission for higher education in the Asian region are matters of concern at a time when there is rapid growth in enrolments and mounting pressure for changes, and when public funds are unable to match demands for expansion. This paper provides a broad review of policies and practices in developing and newly industrialised countries of the Asian region, paying particular attention to access, selection, the admission process, equity and links to the labour market. It attempts an evaluation and provides suggestions for policymakers.     

Identifying Multiple Levels of Discussion-Based Teaching Strategies for Constructing Scientific Models

This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students' construction of explanatory models for scientific concepts. We found evidence that, in addition to previously documented dialogical strategies that teachers utilize to engage students in effectively communicating their scientific ideas in class, there is a second level of more cognitively focused model-construction-supporting strategies that these teachers utilized in attempting to foster students' learning. A further distinction between macro and micro strategy levels within the set of cognitive strategies is proposed. The relationships between the resulting three levels of strategies are portrayed in a diagramming system that tracks discussions over time. The study attempts to contribute to a clearer understanding of how discussion-leading strategies may be used to scaffold the development of conceptual understanding.