“What’s in it for Me?” A Study on Students’ Accommodation or Resistance during Group Work

This article explores students’ accommodation and resistance while participating in group work. The data collected are from fieldwork observations in several classrooms over the course of four terms in different secondary school classes in Sweden, and also from interviews with the students. Through this data analysis, we report that the students accommodated for such reasons as amusement, compliance, fulfilling expectations, and striving for high marks. The reasons for students’ resistance were blending, inability, stage fright, and vagueness. Macro-sociological concepts from Ziehe's cultural theory were used to capture explanations for students’ behaviour in order to understand why students, on a micro-sociological level, accommodate or resist when using group work as a learning mode. On the basis of results, three models of interpretation were developed, namely, individual, institutional, and structural.     

Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet.

Dans cet article, nous examinons la littérature de recherche portant sur les approches théoriques cohérentes sur l’usage des processus réflexifs dans le cadre de programmes d’éducation professionnelle initiale pour le personnel académique novice. A l’aide d’une nouvelle méthodologie incorporant les perspectives du praticien, nous établissons un cadre qui met en lumière le rôle des facteurs sociaux et personnels, de même que les considérations théoriques et pédagogiques, mettant en forme les processus réflexifs. Les études visées par l’article ont permis d’identifier des participants s’étant engagés dans certaines catégories de réflexion. Des conséquences fondamentales, telles que le changement au niveau de l’engagement professionnel, n’ont cependant pas été observés pour l’ensemble de la cohorte. Nous discutons donc des objectifs d’apprentissage que les programmes pourraient, de façon légitime, chercher à atteindre.     

Popular Illustration

Susan E. Meyer's America's Great Illustrators (New York: Harry Abrams, 1978—$35.00)

Donald Walton's A Rockwell Portrait: An Intimate Biography (Kansas City: Sheed, Andrews & McMeel, 1978—$12.95)

William Hillcourt's Norman Rockwell's World of Scouting (New York: Harry Abrams, 1977—$17.95)

Leonard S. Marcus' The American Store Window (New York: Whitney Library of Design/ Watson-Guptill, 1978—$25.00)

J.C. Cooper's An Illustrated Encyclopedia of Traditional Symbols (New York: Thames and Hudson, 1978— $14.95)

Cathy Guisewite's The Cathy Chronicles (Kansas City: Sheed, Andrews & McMeel, 1978—$12.95/7.95)

Frank Lohan's Pen and Ink Techniques (Chicago: Contemporary Books, 1978—$5.95)

Allen Hurlburt's The Grid: A Modular System for the Design and Production of Newspapers, Magazines, and Books (New York: Van Nostrand Reinhold, 1978—$16.95)

Edward Booth-Clibborn, ed. European Illustration 78/79 (New York: Hastings House, 1978— $47.50)

Ken Kesey's Sorcercers: A Collection of Fantasy Art (New York: Ballantine, 1978—$7.95, paper)

Rock Art: The Golden Age of Record Album Covers (New York: Ballantine, 1977—$8.95, paper)

David Sandison's Rockvisions: The Art of David Oxtoby (New York: Dutton, 1978—$8.95, paper)

Byron Preiss, ed. The Illustrated Roger Zelazny (New York: Baronet Publishing Co., 1978—$8.95, paper)

Ian Summers, ed. Tomorrow and Beyond: Masterpieces of Science Fiction Art (New York: Workman Publishing Co., 1978—$19.95/9.95)

Jose Pierre's An Illustrated Dictionary of Pop Art (London: Eyre Methuen/Woodbury, N.Y.: Barron's Educational Series, 1977—$3.95, paper)

Gene Baro's Graphicstudio U.S.F.: An Experiment in Art and Education (Brooklyn, N.Y.: Brooklyn Museum, 1978—price not given, paper)

Joni K. Miller & Lowry Thompson's The Rubber Stamp Album (New York: Workman Publishing Co., 1978—$12.50/6.95)     

地沟油在日本

2009年9月,日本东近江市面向乘坐本市公交快线的居民,开展了收集废弃食用油的活动。收集上来的食用油通过提炼,最终变成生物柴油,为运营在该市1 2条线路上的快速公交车提供燃料。由于发起"油菜花"环保项目,东近江市已受到日本全国的关注。该项目涉及一系列旨在为东近江市创建基于资源循环利用的基础设施的倡议,其中包含油菜的种植、菜子油的日常食用、废弃食用油的回收和提炼成燃     

Effect of Exertional Trend during Cycle Ergometry on Postexercise Affect

Purpose: Improvements in motor performance and coordination may be impacted by the interaction of practice and organismic constraints. It has been proposed that these aspects of motor learning are achieved at a different time rate: first, during placement of the events (performance), and second, segmental spatiotemporal relationships (coordination). We focused on the acquisition of the longswing in high bar as one basic skill in gymnastics. The aim of this study was to determine how longswing performance and coordination change to increase swing amplitude as age and expertise increase. Method: One hundred and thirteen male gymnasts were classified into 5 distinct age groups (G1, G2, G3, G4, and G5) on the basis of the national competition rules. Longswing performance (swing amplitude and event placements) and coordination (positive and negative areas in the continuous relative phase) were measured for each group. Results: Analyses of variance revealed that the adequate placement and coordination of the earlier events were achieved in younger groups (G1, G2), while later events and their coordination were accomplished by the older groups (G3 through G5). Conclusion: Our results suggested that the process of longswing acquisition, as age and expertise increase, follows a progression parallel to the temporal occurrence of the task events, instead of the proposed learning sequence of event placement first and then coordination.