Copyright and the publisher in a market economy

The four corners of the copyright system are the security in law of the creator; the markingout of the publisher's role as “producer”; the balance of the interests of copyright owners with those of copyright users; and enforcement of rights. To advance the system, publishers must make an economic case for copyright, explain what they actually do, publish about themselves, educate one another, and develop and exploit specialist knowledge.     

Language and the Deaf: an interactive microcomputer-based approach

This paper reviews some of the language problems faced by deaf children in the light of psycholinguistic research, and considers several requirements for the provision of a meaningful language learning environment for the deaf. The utility of computer-aided instruction (CAI) in the education of the deaf is discussed, and a language manipulation program (entitled JUMBLE), designed to meet the specified requirements, is described. Preliminary findings using this program are presented, and implications for the future development of the approach advocated are discussed.     

Assessment of the Joint Food Science Curriculum of Washington State University and the University of Idaho by Graduates and Their Employers

ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences ( P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness.     

Mastery learning and students' attributions at the college level

This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association Montreal, Canada, 1983.