Actual Minds of Two Halves: Measurement,Metaphor and the Message

Abstract

This article takes ‘measurement’ as a will to determine or fix space and time, which allows for a comparison of ontological models of space and time from Western and Māori traditions. The spirit of ‘measurement’ is concomitantly one of fixing meaning, which is suggested as the essence of the growth of the scientific genre of language that has taken place alongside the growth of science itself, since the European Enlightenment. ‘Measurement’ and ‘metaphor’ are posited as an original binary for classifying thinking and language, updating classical educational models of thought by drawing on recent results in brain and cognitive science, and recognising that basic cognitive resources, such as logic and rationality, power all forms of thinking. The article suggests that the notion of ‘cultural worldview’ may involve different balances of left and right brain thinking, embedded in the discourses, lexicons and grammars of each language, and that Western domination of left brain thinking (through the influence of science on the European languages, particularly English) may be a useful viewpoint on the philosophical dead end of the West.     

High Impact of [Whiteness] on Trans* Students in Postsecondary Education

This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students.     

Does instructional format really matter? Cognitive load theory,multimedia and teaching English Literature

This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature – a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students' learning and performance by the use of multimedia and to relate this to different kinds of multimedia. Statistical significance and effect size calculations indicated that the equivalent of one grade level in General Certificate of Secondary Education (GCSE) was associated with the use of advanced and integrated multimedia, and that this was stronger than the effects of schools and sex of the students. It was found that advanced multimedia software eased cognitive overload, particularly in the area of intrinsic cognitive load. Limitations of the study are drawn, including the needs to examine process variables and learner-related variables. Conclusions and implications for further research and for enhancing teaching and learning with multimedia are made.     

Trends in global communication policy‐making: Lessons from the Asian case∗

This paper surveys current trends in the restructuring of global communications since publication of the MacBride Commission Report on NWICO. Focusing on a specific region, Asia, the analysis addresses implications of the shift in communication policy from the dominant, twentieth century democratic conception of the ‘public’ as a community of free citizens, to a more archaic conception of the ‘public’ as individual consumers in a laissez‐faire’ market. The paper inquires into evidence of this policy shift in the Asian context as well as into the contemporary relevance of concerns expressed by NWICO advocates. Based on a substantive examination of recent literature, it is argued that since communication is a precondition to development, access to and control over the means and processes of communication are properly questions of great social importance. The paper further argues that current Asian trends converting communication into a commodity run counter to the possibilities for rational and autonomous public communication necessary to the practice of liberal democracy. A headlong rush to a global economic market as the definer of communication processes has forced governments to share power with national and multi‐national private commercial interests, thereby radically altering the very structure of institutions shaping communication policy and practice. Consequences of this restructuring have been to virtually eliminate any influential national or global setting where these issues may be debated and addressed.     

Photography and Film History

Gordon Hendricks' Eadweard Muybridge: The Father of the Motion Picture (New York: Grossman Publishers/Viking Press, 1975—$25.00)

Eaton S. Lothrop Jr.'s A Century of Cameras from the Collection of the International Museum of Photography at George Eastman House (Dobbs Ferry, N.Y.: Morgan and Morgan, 1973—$12.00)

John Stewart's Filmarama Volume I: The Formidable Years 1893-1919 (Metuchen, N.J.: Scarecrow Press, 1975— $15.00)

Kenneth W. Leish's Cinema (New York: Newsweek Books ”World of Culture“ series, 1974— cost not known, but available in regular and deluxe editions)

Donald F. Glut's The Dracula Book (Metuchen, N.J.: Scarecrow Press, 1975—$12.50)

Richard Schickel's The Men Who Made The Movies (New York: Atheneum, 1975—$12.95)     

Audience Studies

NATURAL AUDIENCES: QUALITATIVE RESEARCH OF MEDIA USES AND EFFECTS edited by Thomas R. Lindlof (Norwood, NJ: Ablex, 1987—$37.50)

COMMUNICATION, GENDER, AND SEX ROLES IN DIVERSE INTERACTION CONTEXTS edited by Lea P. Stewart and Stella Ting-Toomey (Norwood, NJ: Ablex, 1987—$35.00)

QUESTIONNAIRES: DESIGN AND USE by Doug R. Berdie, et al. (Metuchen, NJ: Scarecrow, 1986—$22.50)

CHILDREN AS CONSUMERS: INSIGHTS AND IMPLICATIONS by James U. McNeal (Lexington, MA: Lexington/Heath, 1987—$24.95)     

Can Professional Studies Be Included in the Liberal Arts Curriculum?

This article discusses a business school professor's approach to teaching a University Seminar, the first course in the freshman year component of the liberal arts requirements at Seattle Pacific University. Drawing on Cardinal Newman's The Idea of a University (1873/1947), three theses shaped the design of the seminar. First, the seminar topic should be put in historical, social, and ethical perspective. Second, the Christian Scriptures should provide a set of control beliefs that can be used in moral and practical discernment about the social responsibilities of business. Third, the use of common texts can help in fostering broader social goals.     

Towards a Learning Profession: changing codes of occupational practice within the new management of education

Professionals were once considered to be the civic leaders, the deliverers of the good society. However, the old order has cracked under the pressure of social change, leaving a very different relation between professionals and their publics. This paper addresses some of the questions occasioned by these changes: Where does the altered power relation between parents, students and teachers leave the notion of teacher professionalism? What is the role of professionals within the emergent order? The paper is a product of the ESRC‐funded New Forms of Education Management Project (Local Governance Programme). It argues that, within the new management of education, the professional codes and practices point to a changing relation between teachers and what has traditionally been seen as their specialist knowledge. An outcome of this altered relation is the empowerment of parents and students in relation to teachers. However, the new relation depends upon new shared understandings and new sets of agreements; and these in turn depend upon new processes of agreement‐making and a radically altered power relation between parents, students and teachers as they jointly develop these processes. The paper reviews the changing purposes of professionalism during the second half of the 20th century and outlines a new version of teacher professionality based upon the enabling of learning, the accommodation of difference, and the practice of agreement. Agreement is then ‘theorised’ in terms of the nature of agreement and the institutional structuring of agreement.     

Discrimination and classification of rising and nonrising pitch patterns by the European starling (Sturnus vulgaris)

In a series of four experiments, starlings learned to classify pitch patterns according to pattern structure. In Experiments 1 and 2, the starlings learned to discriminate a series of pairs of 1ourtone patterns in which one of the patterns rose in pitch and the other pattern did not. The starlings in these initial two experiments did not attend to pattern structure at all. Rather, they discriminated patterns according to the relative pitch of the initial pattern tones. In Experiment 3, the same starlings discriminated the same patterns from Experiments 1 and 2 in a new context that tempered the salience of individual pattern tones. The starlings initially failed to discriminate in the new context, but eventually learned to do so. In Experiment 4, the starlings classified novel pitch patterns according to their pattern structure. These experiments identify a hierarchy of relative pitch strategies, as well as a sophisticated conceptual capacity for the perception and classification of pitch patterns by starlings.     

A systematic review and meta-analysis of implicit theory research in sport,physical activity,and physical education

The purpose of this systematic review and meta-analysis was to gather, catalogue, assess, and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate, and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.