Book Reviews

Towards Electronic Journals: Realities for Scientists, Librarians and Publishers by Carol Tenopir and Donald W. King. Washington, DC: SLA Publishing, 2000 Science Editing and Information Management edited by Connie J. Manson. USA: Geoscience Information Society, 1999. Pp. 118. Paperback, $25.00. ISBN 0‐934485‐30‐5 Futurize Your Enterprise: Business Strategy in the Age of the E‐Customer by David Siegel. Chichester: Wiley, 1999. Hardback, £19.50, ISBN 0‐471‐357634 The Impact of Electronic Publishing on the Academic Community (the Wenner–Gren International Series, Volume 73) edited by I. Butterworth. London: Portland Press 1998, Pp. 191. Price £75. ISBN 1‐85578‐122‐0 University Library Spending on Books and Journals: A Major Concern by Peter Sowden. Available from CAPP at the Publishers Association (1 Kingsway, London WC2B 6XF)     

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.     

Determination of muscle activity during running at reduced body weight

The aim of this study was to investigate how lower extremity muscles are influenced by body weight support during running at different speeds. Nine participants (age 24 ± 2 years, height 1.75 ± 0.12 m, mass 73.5 ± 15.7 kg) ran at 100%, 115%, and 125% of preferred speed at 100%, 90%, 80%, 70%, and 60% of body weight on a treadmill that provided body weight support. Preferred speed was self-selected by each participant and represented a speed that he or she could sustain if going for a 30 min run. Electromyography (EMG) data were recorded (1000 Hz, 1 min) from the bicep femoris, rectus femoris, tibialis anterior, and gastrocnemius for each condition together with knee angle (electrogoniometer). Average and root mean square EMG were calculated across 30 s. Muscle patterns were determined by smoothing (low-pass filter, 4 Hz) and extracting patterns for 49 cycles defined by consecutive maximum knee flexion angles. Repeated-measures analyses of variance were used to compare average and root mean square across body weight and speeds. Correlations were computed between the 100% speed/100% body weight condition and all other conditions per muscle. There was no interaction between body weight and speed (P > 0.05). Average and root mean square decreased as body weight decreased for all muscles (P < 0.05) and increased across speeds for all muscles (P < 0.05). Correlations for all muscles between conditions were high (range: 0.921-0.999). Although a percent reduction in body weight did not lead to the same reduction in muscle activity, it was clear that reducing body weight leads to a reduction in muscle activity with no changes in muscle activity patterns.     

Special education provision in Zimbabwe

Munhuweyi Peresuh, Senior Lecturer in Special Education at the University of Zimbabwe, and Lesley Barcham, Distance Learning Co-ordinator, with the British Institute of Learning Disabilities, examine issues of policy, provision, facilities and human resources characterising special education in Zimbabwe, and analyse the key opportunities and difficulties in providing special education in a developing country. Their article examines the impetus for growth in integrated provision for children with disabilities and difficulties in learning.     

A methodological approach to developing an assessment procedure for testing the neurobehavioral maturity of preterm infants

Using data from 179 preterm infants, a neurobehavioral maturity assessment was developed by using a process in which clusters characterized by conceptual coherence and face validity were systematically subjected to statistical analyses designed to test whether they also had high test-retest reliability, statistical cohesion, and developmental validity. The psychometric soundness of the test items was made a precondition for their inclusion into the assessment procedure. Also tested were cluster redundancy, as well as the impact of gestational and conceptional age, and of postbirth influences on the functions tested. 8 dimensions of neurobehavioral functioning were found to be stable with a test-retest reliability of at least .6 or higher on 2 consecutive days, nonredundant and developmentally valid. They were: Active Tone/Motor Vigor, Alertness and Orientation, Excitation Proneness, Inhibition Proneness, Scarf Sign, Popliteal Angle, Maturity of Vestibular Response, and Vigor of Crying.     

Differentiation and its Problems: the views of primary teachers and curriculum support staff in Northern Ireland

This paper identifies a range of problems associated with putting differentiation into practice. The opinions of head teachers, subject co‐ordinators, and teachers were sought, as well as those of the curriculum support staff in the Education and Library Boards on the extent to which these problems affected primary schools in Northern Ireland, and case‐studies illuminated these views. The results showed that the curriculum support staff regarded most problems in differentiation in a more serious light than the schools themselves did, but there was agreement on the acute lack of time to deliver a differentiated curriculum, on the shortage of human resources and on the difficulties with new assessment methods.     

A 'Third Way' Towards Self-Governing Schools?: New Labour and Opting Out

This paper takes as its starting point the special provision made for grant maintained schools through the 1998 School Standards and Framework Act and suggests that the compromise it represented may be considered as an example of New Labour' Third Way in politics. The latter is discussed in terms of general and educational policies with specific regard to the characteristics of self-governing schools.     

Tradition, tension, and transformation: a structuration analysis of a game warden service in transition

Independence and competence define the traditional characteristics of a game warden. External pressure to transform the game warden service into a more culturally and ethnically diverse state law enforcement agency, however, creates tensions surrounding these characteristics in the organization's structurationally defined agency and reflexivity of law enforcement; duality of structure in office memos and citation counts; social integration and institutional reproduction of law enforcement training, use of decoys, and search and seizure procedures; and time-space distanciation of working a 40-hour week or having complete responsibility for a territory. The present study examined how these tensions interact with the traditional assumptions of independence and competence to transform the meaning of these characteristics, and of the game warden service itself.