Globalisation,modernisation and competitiveness: A critique of the new labour project in education

In this article, the author begins by examining the ubiquitous concept of 'globalisation' - a key theme of the New Labour Government. He question whether developments named as such are as widespread as proclaimed and whether the assumptions underlying the concept are misleading and occlude more than they reveal. The author concludes that, rather than 'globalisation' being viewed as a new epoch, the global movement of capital, which informs and underpins the globalisation thesis, might more accurately be described as an ongoing process, one which began 400-500 years ago. 'Globalisation', however, he suggests, is used ideologically to justify the New Labour programme, or the 'Third Way', which has two major anchors; competitiveness and modernisation. The former entails an economy in which everyone works, where the need for the untrammelled expansion of the free market is promoted as natural and inevitable and where there is the requirement for flexibility in the labour market and for low wages, in the context of the diminution of the welfare state. Since Keynesian demand management has been abandoned, one of the few strategic levers available to the New Labour Government to achieve these ends is to police the education and training of the workforce in the economy and in the educational market-place. This is all carried in the spirit of the 'essential modernisation' of British capitalism.     

The Cross-Curriculum Manager: Maximizing the Potential of Learners

Mike Reading happened to visit the NAPCE stand at the Education Show, and commented that his school had found the NAPCE resource pack From Head of Year to Year Curriculum Coordinator? very useful in their developments. So a while later he was contacted to write an account for the journal!
This account gives a sense of the particular flavour of the school, which Mike himself suggests is unusual, and also the ways in which one role can become more highly connected and central to the school, especially if it is contributing to an explicit focus on learning.
Mike is Key Stage Manager at George Spencer Foundation School and Technology College. He trained at The University College of Ripon and York St John, and started his career in education as a Religious Education teacher in Oldham before being Head of Department in Grantham. From this position he was appointed to a senior role in his present school. He has studied the contribution which Quality Management makes to secondary school management and gained a Masters degree at Nottingham Trent University.     

U.S. academic departmental Web-site interlinking in the United States Disciplinary differences

This article explores disciplinary differences in academic Web-site interlinking using the university departments of chemistry, psychology, and history. Research has suggested that Web-link counts are related to research productivity and geographic distance between source and target, but no previous Webometric studies have comparatively analyzed academic departments from different disciplines. This study shows large differences in Web use by discipline for both Web-site size and the extent of interlinking, with the history department making little use of the Web and the chemistry department the most. There are significant correlations between in-links and research impact for the psychology and chemistry departments, with a stronger association for the psychology department. There was little evidence, however, of a geographic trend in interlinking.     

集成化的项目管理方法

围绕项目管理已经有许多方法和理论。这些方法和理论各有所长,适用于不同的环境,可以解决不同的问题。Sun公司专业服务顾问Mike Ward根据自己服务于英国政府项目管理的实践经验指出,将几种典型的项目管理方法集成起来,可以更好地确保大型项目的成功。本文介绍了几种重要的项目管理及集成化管理方法,可以为我国政府和企业大型项目管理提供有益的参考,并且具有很好的借鉴意义,     

Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time

Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.     

Rediscovering the political dimension of the personal life story: results from an intergenerational narrative learning project with older adults in South Westphalia

Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives.