Evidence on the Performance of Canada/Europe Co-productions in Television and Film

International co-production has become an increasingly important mode for television programs and film. In this paper we report the results of a survey on partner perceptions of performance in Canada/Europe co-productions. In particular we examine whether expectations that the general experience is positive and that Canadian and European partners have similar assessments of the level of performance, are justified. Our survey evidence does support the hypothesis that in total the experience is positive. However, it appears this is only the case because a good creative artistic performance more than outweighs a less than satisfactory total project recoupment. The hypothesis that Canadian and European partners have similar perceptions of performance is not borne out. Generally, Canadian partners seem more satisfied than European, particularly French.     

Reactions to “barriers to the implementation of career education for special education”

Journal of Career Development -     

The Community Domain in Practicum Experiences: evidence from the South Pacific

This article reports the outcomes of practicum placement of University of Sydney students in Western Samoan schools. The placement was directed specifically towards examining community domain factors in the practicum. It links the results of an earlier Cook Islands practicum with two subsequent practica held in Western Samoa. The three practica indicate that the levels of learning, enthusiasm and enjoyment which have resulted make the experience valuable for both the teacher education students involved and the teachers and pupils of the host schools.     

‘Young Europeans’: Widening horizons for educare workers

The development of a 30‐hour module for inclusion in professional development programmes for Educare workers is described. The module was composed of contributions from seven EU countries. The contents of each session and the responses of a pilot group of students to it are analysed and the implications for future work discussed. It is concluded that the module proved an effective way of encouraging students to reflect on the dilemmas implicit in all early years work and to be open to a far wider range of possible philosophies and practices.