Reach to Teach ICT: Issues and Compromises

This paper outlines some implications for pupils’ learning and for teachers of information and communication technology (ICT) in primary or elementary education of using complete ‘reach and teach’ resource and lesson plan solutions to support a national scheme of work. The example resources referenced in the paper are ‘The LCP ICT Resource Files for Schools’, designed to enable teachers to deliver the ICT National Curriculum requirements for England and are structured to closely follow the Qualifications and Curriculum Authority (QCA) scheme of work. The authors of the LCP ICT Resource Files became aware that there was a widespread takeup of their materials and that, therefore, the resources had potentially a substantial impact upon practice in many schools.Models of curriculum provision are presented and characteristics of good practice are adduced which the author recommends to those who write, review or evaluate complete teaching solutions for ICT.     

Reaction Is Not Enough: Decreasing Gendered Harassment in Academic Contexts in Chile,Hong Kong,and the United States

In diverse academic spaces around the world, sexual and gendered harassment is increasingly recognized as a problem. High‐profile cases continue to emerge that underscore how gendered harassment is normalized in elite research contexts. In this article, Liz Jackson and Ana Luisa Muñoz‐García analyze three recent policy cases for decreasing sexual and gendered harassment. These cases involve three levels of analysis and three cultural contexts. The first is that of the higher education community in Chile; the second is the University of Hong Kong; and the third is the Philosophy of Education Society, an international academic society based in North America. In each case we analyze how sexual and gendered harassment has been (1) conceptualized, (2) responded to, and (3) contextualized. Through their analysis of these cases, Jackson and Muñoz‐García invite readers to reflect on practical and philosophical recommendations for moving forward antiharassment policies and programs, seen broadly.     

Simulation of Blast and Fragment Loading Usinga Coupled Multi-Solver Approach

Simulating blast and fragment loading simultaneously in a single computation requires the combined use of multiple states of the art solvers. A pipe bomb is an example of simple improvised explosive device (IED) that consists of a piece of pipe filled with explosive material and capped at both ends. To simulate the explosion of a pipe bomb and the damage it causes, a coupled multisolver approach based upon finite element and finite volume methods is applied. The numerical calculation presented demonstrates the ability of ANSYS AUTODYN(?) to correctly simulate the threats of lEDs and provides insight into how the most significant physical phenomena affect the results.     

Good readers but at a cost? Attitudes to reading in England

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.     

Effects of virtual education on academic culture： Perceived advantages and disadvantages

The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be statistically significant differences in the perceived advantages and disadvantages of courses taught in online and face-to-face learning environments. Results showed statistically significant differences between perceived advantages and disadvantages for both learning environments. Findings suggest that there are differences between the perception of advantages and disadvantages for online and face-to-face learning environments.