周林与首席检察官:拒绝入境的政治策略

新西兰原本应为欧洲人的定居地,中国人应被拒绝入境是一个早已既定的事实。考虑到这一事实,那些已设法进入新西兰的中国人位置何在?他们在新西兰的法定身份和地位如何?同样重要的是,那些出生在新西兰的中国人的地位,他们是新西兰人还是中国人?他们能同时既是“中国人”又是“新西兰人”吗?这些问题对于确定新西兰的国家特性是相当重要的。谁是新西兰人,谁是合格的新西兰人?直到最近,对于新西兰特性的确认还与英国性、与盎格鲁撒克逊的社会归属和大英帝国联系在一起。在这种界定下,中国人能成为新西兰人吗?直到1919年,当周林(音译)因为其在新…     

Amount of solution drunk is a factor in the establishment of taste aversion

Experiment I demonstrated that the strength of a rat’s aversion to saccharin is a direct function of the amount of saccharin it consumed prior to poisoning. Using Kalat and Rozin’s (1973) procedure, Experiment II showed that results consistent with a “learned-safety” theory of taste aversion appear to depend on whether rats drink most saccharin on their first or second exposure to the solution prior to poisoning. Experiment III demonstrated that when animals drank equal amounts of saccharin solution on each of two exposures prior to poisoning, evidence strongly confirming the “learned-safety” theory was obtained. These experiments together demonstrate the importance of amount of solution drunk in the determination of taste aversion.     

Partnership with Schools: a case study of a geography field course

British teacher education institutions are being encouraged by the Department of Education and Science to develop a partnership with schools by involving teachers in the design of courses and in selecting, teaching, supervising and assessing students. However, as partnership is a two‐way process, there should be reciprocal action with tutors helping teachers in school activities.

This case study describes a programme of work devised for a geography field course in which a group of PGCE students teach 120 third form pupils from a local comprehensive school. The evaluation provides evidence that the exercise, apart from being an enjoyable and stimulating experience, fulfils DES expectations of the value of genuine partnership to all concerned—tutor and students, teachers and pupils. The author is indebted to the geography staff at Ulverston Victoria High School for their help in organising this course.     

Feedback,feedforward: evaluating the effectiveness of an oral peer review exercise amongst postgraduate students

Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students.     

Googling in anatomy education: Can google trends inform educators of national online search patterns of anatomical syllabi?

The role of e‐learning platforms in anatomy education continues to expand as self‐directed learning is promoted in higher education. Although a wide range of e‐learning resources are available, determining student use of non‐academic internet resources requires novel approaches. One such approach that may be useful is the Google Trends^© web application. To determine the feasibility of Google Trends to gain insights into anatomy‐related online searches, Google Trends data from the United States from January 2010 to December 2015 were analyzed. Data collected were based on the recurrence of keywords related to head and neck anatomy generated from the American Association of Clinical Anatomists and the Anatomical Society suggested anatomy syllabi. Relative search volume (RSV) data were analyzed for seasonal periodicity and their overall temporal trends. Following exclusions due to insufficient search volume data, 29 out of 36 search terms were analyzed. Significant seasonal patterns occurred in 23 search terms. Thirty‐nine seasonal peaks were identified, mainly in October and April, coinciding with teaching periods in anatomy curricula. A positive correlation of RSV with time over the 6‐year study period occurred in 25 out of 29 search terms. These data demonstrate how Google Trends may offer insights into the nature and timing of online search patterns of anatomical syllabi and may potentially inform the development and timing of targeted online supports to ensure that students of anatomy have the opportunity to engage with online content that is both accurate and fit for purpose. Anat Sci Educ 10: 152–159. © 2016 American Association of Anatomists.     

Learning Styles and Strategies of Postgraduate Students

Research by Pask has suggested that matching and mismatching teaching strategies with learners'preferred learning strategies may have considerable effects of learning. The study reported here sought to explore the extent to which a group of experienced and successful learners, such as postgraduate students, might be expected to be versatile learners, in the sense of being able to learn equally well from holist and serialist learning materials. Eighty-three postgraduate students completed two questionnaires designed to assess learning styles. Twenty-six students also took two tests designed to assess their competence in learning from materials designed to suit holist and serialist learning strategies. Only two out of 26 students scored equally well on the tests of holist and serialist competence. The study also examines the extent to which holist and serialist competence may be predicted by relatively'quick and easy'questionnaire instruments. In 19 out of 23 cases such competence could be predicted from responses to a number of items from one of the questionnaires. Implications for further research are discussed.     

Re-defining ‘learning about religion’ and ‘learning from religion’: a study of policy change

The study of how policy processes shape religious education as a curriculum subject, rather than within faith schooling, is relatively unexplored. This paper applies a policy analysis perspective to an important distinction in non-confessional English religious education, which has also been adopted internationally: ‘learning about religion’ and ‘learning from religion’. The changing nature of the distinction in English policy documents from 1994 is examined in the light of three main voices of influence on educational policy: neo-conservatives, neo-liberals and progressives. These changes are also analysed through three policy contexts: influence, text production and practice. Revisions to policy wording are interpreted in the light of this theory, showing the growing significance of neo-liberalism, and the nature of compromise, amendment and ambiguity. The implications for an understanding of the inter-relationship between policy, pedagogy and practice are then considered.     

National or global: The mutable concepts of identity and home for international school students

This article examines a selection of responses about identity and belonging among students in an international school in Rio de Janeiro, Brazil, who must often move from one continent to another because of the nature of their parents?? work. A review of the literature highlights some of the issues these students face within an international school community, including social, psychological, and academic difficulties. The students were interviewed about their nationalities, their sense of belonging, and their thoughts about the future. Their responses were video-recorded and analyzed by thematic groupings. Initial findings indicate three distinct groups of students: those who know exactly which country they come from, those who are not sure, and those who feel an attachment to a global rather than a national identity.     

International Council for Educational Media Conference Notice 1988

Abstract

The article looks at the production and use of divergent and convergent media and the associated delivery systems. It considers the pros and cons of the systems for various types of learner and concludes that although multimedia is the direction, the choice of multimedia must rest with the analyst.