Fictitious Academic Expertise and Processing Resources

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.     

Implementation planning and progress on physical activity goals: the mediating role of life-management strategies

This 4-week prospective study examined whether the use of life-management strategies mediates the relationship between implementation planning and short-term progress on physical activity goals. In particular the strategies of elective selection, compensation, and loss-based selection were disentangled to assess their specific mediating effects. Results from a sample of 131undergraduate students showed that, as a composite, life-management strategies fully mediated the relationship between planning and goal progress. More specifically, decomposing the effects demonstrated that only elective selection and compensation mediated the association between planning and greater progress on a personal physical activity goal. Results are discussed in light of their practical implications and contributions to the personal goal literature.     

Freedom of information and its impact in the United Kingdom

The UK Parliament passed the Freedom of Information Act (FOIA) in November 2000 after 3 years of government White Papers, consultation papers, and various Bills. The author served as special adviser to the House of Commons Select Committee on Public Administration which oversaw the Government proposals for legislation and the progress of the Bill into the House of Commons. The FOIA introduced pro-active publication of information via Publication Schemes, which were introduced on a staggered basis across the public sector and on January 1, 2005, rights of individual access were granted to individuals. The Act covers well over 100,000 public authorities in the UK and includes both Houses of Parliament. There is a power to add private bodies to the Act's coverage. The Act covers UK, English, Welsh, and Northern Irish public authorities. Scotland has its own FOIA which was enacted by the Scottish Parliament in 2002. The paper will examine the operation of the UK legislation and the role of the Information Commissioner and the Information Tribunal which deal with complaints of refusal and appeals respectively. The jurisprudence has been voluminous and now the English courts are beginning to hear appeals from the tribunal. The article will examine the major trends of the legislation and the problems presented by the legislation. The Government has already issued vetoes under the Act overriding the Commissioner's decision to grant access to the Cabinet papers relating to the Cabinet discussion on entering into war with Iraq and then on devolution of power to Scotland, Northern Ireland, and Wales. The decisions to open up the files on MPs expenses have caused one of the major constitutional crises in the UK in the last 75 years. As well as examining the way the Act has been interpreted, the author will essay some preliminary analyses of the impact of the Act on the realization of government objectives in passing the Act. The FOIA does sit alongside other legislation allowing access to personal files and access to environmental information and the whole information debate is set in the context of heightened sensitivity and secrecy in time of the war on terror and the state's increasing capacity to demand, store, and share information. The UK experience of the information debate will be examined.     

Stability, change, and correlates of the peer relationships of young children with mild developmental delays

The peer relationships of young children with mild developmental (cognitive) delays recruited at 4-6 years of age were examined in a longitudinal study across a 2-year period. Results revealed only modest increases in children's peer interactions, a high degree of intraindividual stability, and the existence of a poorly organized and conflict-prone pattern of peer interactions. Child cognitive and language levels as well as family stress and support were associated with children's peer interactions. A subgroup was identified of initially low interactors who were at especially high risk for future peer interaction problems. These findings further underscore the importance of designing and implementing early intervention programs in the area of peer relationships for children with mild developmental delays.     

中小型图书馆如何应对知识服务

近些年来图书馆界对知识服务的讨论持续升温,但实施知识服务的主要是大学图书馆,并认为是高科技、高层级的服务。中小型图书馆要解放思想,不要认为知识服务是高不可及,要加大改革力度,深化管理与服务,加速馆员队伍建设,培养适应知识服务的人才,迎接知识服务的挑战。     

Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.