Radical Artists & Art Students versus Management & Bureaucracy during the 1970s

This paper is an account of the impact of Conceptual art and art theory upon art students, studio tutors and managers during the 1970s in certain British art schools. The impact on students resulted in a shift away from the making of physical artefacts to the production of writings and magazines. It also problematised ‘the visual’ and encouraged critiques of art and the art education system. Some tutors responsible for art theory courses were dismissed and some students became politicised and attacked those in charge of art schools and polytechnics. Managers disciplined the students and, in some instances, failed and expelled them. William Furlong and Bruce McLean were two London based artists who responded to the ever‐increasing bureaucracy of art colleges by mounting a parodic performance.     

Functional differentiation of adjunctive drinking and wheel running in rats

Food-deprived rats were exposed to a schedule in which a brief stimulus was presented approximately once every 60 sec. The first leverpress to occur in the presence of the stimulus always turned it off, and produced a food pellet 50% of the time. When the rats were given concurrent access to water, a running wheel, or both, drinking predominated during intervals initiated by pellet delivery, while running predominated during intervals initiated without food. When allowed to obtain all of their food pellets at the beginning of a session, rats drank less and ran more than when the intermittent schedule was in effect, and most drinking occurred within the first half of the session, while running was distributed throughout the session. Adjunctive drinking and wheel running appear to be functionally different, drinking being schedule-induced and food-bound, running being neither.     

Faculty acceptance of a workload survey in one major university

The faculty survey or workload instrument becomes the focal point for both praise and criticism about measuring how faculty spend professional time. While research on the workload instrument often centers on the design and administration of the survey, NCHEMS has questioned how faculty react to such workload analysis, a researchable area seemingly overlooked. In a 1973 report, NCHEMS suggested that faculty reaction or acceptance may be related to the degree of faculty self-governance, experience in completing the survey, the positive use of data for departments, and the expectation that faculty are required to complete the survey for an external governing board. Faculty on one large state-supported midwestern university were asked how they felt about the workload survey administered on campus and whether the NCHEMS' factors were related to their acceptance of the survey. Multivariate analysis and a path model helped to analyze and interpret faculty responses to a questionnaire administered by this author. Results upheld one of the four NCHEMS relationships, namely, that a positive attitude toward a survey is related to perceived value of the data for allocating faculty resources and communication in the department. Several practical and methodological considerations are reviewed to extend research on faculty acceptance.     

大学管理中的几个基本概念

大学经营中有许多概念与管理有关,如管理活动的环节中的计划、组织、引导、调控,管理人员的能力中的沟通能力、自我管理能力,领导者的领导技巧和态度等。探讨大学管理活动中管理人员应尽的职责以及成为领导者所需要的基本技能和领导者应有的领导技巧与正确态度,时间管理与沟通在大学管理过程中的地位和重要性,对于你成为一名出色的管理人员具有重要作用。     

Big girls don't cry: the effect of child witness demeanor on juror decisions in a child sexual abuse trial

OBJECTIVE: This study investigated the effect of child witness demeanor (defined as crying) on mock jurors' decisions in a simulated First-Degree rape trial. METHOD: One hundred and thirty-three undergraduates serving in the role of mock jurors read a trial summary in which the primary independent variable was the demeanor of the alleged child victim (i.e., calm, teary, hysterical crying). In addition to reading the summary, participants viewed pencil drawings of the witnesses that were presented as "courtroom drawings." RESULTS: The results showed that the teary condition led to more guilty verdicts and a greater belief in the alleged victim than the other demeanor conditions. CONCLUSIONS: Findings from this study indicate that demeanor can impact the perception of a child who is an alleged sexual assault victim in court. However, it is not simply the case that any display of demeanor will lead to a positive outcome for the alleged victim. Instead, it appears that too little or too much emotion from the alleged child victim negatively affected credibility in the eyes of the mock jurors.     

What's in a Name,or Electric Cars for All

Nick Davies's The School Report is the publication in book form of the nine long articles that first appeared, to wide acclaim, in the Guardian between September 1999 and July 2000. Davies shows how the whole of the British education system is built on and perpetuates structural inequality - in funding, in admissions procedures and even in the content of education. But his conclusions and solutions are based on a misreading of progressive traditions and an acceptance of notions of specialism and choice that can only serve to deepen existing divisions.     

Samuel Bowles,Herbert Gintis and Diane Ravitch: a classic controversy in education revisited

Two important books in the field of US education, Samuel Bowles & Herbert Gintis's Schooling in Capitalist America and Diane Ravitch's Revisionists Revised, are reviewed. The author contends that the dynamic tension in the debate on US education that existed in the late 1970s when these two books were published has virtually disappeared from the mainstream of educational thought. After more than a decade of conservative national leadership the mainstream debate on educational reform has centered on more technical and institutional issues and away from the fundamental philosophical debate over the role of schools in US society. The radical analysis informed by Marxism which Bowles & Gintis employed has been essentially eliminated from the mainstream of educational thought, while the conservative‐to‐liberal analyses have moved to the right politically. Diane Ravitch has continued to be a force in this debate; she is currently a US Assistant Secretary of Education. The author examines Ravitch's response to the radical critique represented by Bowles & Gintis and argues that without the latter's challenges to conventional reason, liberal educational thought will become increasingly conservative, sterile and reactionary. No salutary dialogue can emerge from parties (i.e. US conservative and liberal thought) who share similar basic assumptions about the nature of society and education.