Sustainable Interlibrary Loan Packaging

Sustainability is a growing issue in many academic libraries. This paper will evaluate the sustainability of the following interlibrary loan packaging materials: mailers, padded envelopes, corrugated boxes, and cohesive corrugated wrap.     

Reading Recovery in Context: implementation and outcome

Reading Recovery is a school‐based preventive strategy designed to reduce the number of children with reading and writing difficulties. This study evaluated the implementation of Reading Recovery in 12 New Zealand schools. Target (Reading Recovery) and Comparison pairs of children were identified through the Reading Recovery procedures operated by each school. Results indicated that very few schools adhered closely to all recommended entry and discontinuation criteria. Results for Target and Comparison children's reading progress up to the time of discontinuation are highly consistent with results reported by Clay (1985), with clear gains in favour of Target children. However, these gains had reduced considerably by the time of follow‐up. Data suggest that programme gains were greatest for children entering the programme at the lowest reading levels. Outcomes are discussed in terms of the need for better articulation between Reading Recovery teachers and regular classroom teachers.     

Using the interaction of speed and acceleration to detect repeated-sprint activity in team sports

ABSTRACT

Purpose

To compare the occurrence and characteristics of repeated-sprint (RS) activity in elite team sport competition when classified according to speed and/or acceleration, and their interaction via metabolic power (P_met). Methods: Elite male hockey players (N = 16) wore player-tracking devices in six international matches. Sprint efforts were defined using four separate classifications: speed >5.5 m?s^?1, acceleration >1.5 m?s^?2, speed-or-acceleration, and P_met >25.5 W?kg^?1. RS bouts were defined as ≥3 efforts with mean recovery ≤21 s. For P_met, RS bouts were also classified using a maximal recovery period ≤21 s. The number of sprint efforts and RS bouts, and the number of efforts, effort durations and recovery periods within RS bouts, were compared across each classification method, and between mean and maximal recovery criteria. Results: More RS bouts were identified via P_met (8.5 ± 2.8) than either speed and/or acceleration, and comprised more efforts (4.0 ± 0.4) with shorter recovery periods (11.5 ± 1.8 s). Fewer RS bouts (7.3 ± 2.8 vs. 8.5 ± 2.8) were identified with a maximum rather than mean recovery criterion. Conclusions: Definitions of sprint efforts and recovery periods which reflect ATP depletion and replenishment via P_met suggest that RS activity occurs frequently in team sport competition, and is more demanding than when speed and/or acceleration are used to define RS activity in variable-speed locomotion.     

Compliance, resistance and seduction: reflections on 20?years of the funding council model of governance

Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the universities with respect to the contemporary development of the English system of higher education. The analysis is based on an exploration of four key policy issues: the quality assurance regime, the research assessment exercises, the widening participation agenda and the introduction of student fees. The goal is to explore how the quasi-state organisations—in particular the Higher Education Funding Council for England (HEFCE)—have mediated the relationship between the state and the universities. The evidence suggests that the coupling of the state to the universities follows one of three tracks: compliance, resistance and seduction. The article explores what factors determine why one relationship (or combination of relationships) prevails, and explains patterns of change over time. The overall conclusion is that institutional interaction is very complex, and it is inaccurate—as is sometimes claimed—to view the funding council as little more than a compliant channel of government policy.     

Patterns of Provision for Pupils with Behavioural Difficulties in England: A study of government statistics and behaviour support plan data

This paper gives as full an overview of the patterns of provision made in England for disaffected and excluded pupils and those said to have emotional and behavioural difficulties (EBD) in England as the available data allow. It draws upon government statistics, local education authorities' (LEAs') first 'Behaviour Support Plans' and related literature. The BSPs were intended by the English government, but sometimes failed to give, comprehensive accounts of current local provision and future inter-agency plans. However, when analysed alongside government figures, certain features become clear. While in 1998 local education authorities were attempting to move towards prevention and on-mainstream-school site interventions, the need for off-site special units ('Pupil Referral Units') continued to increase and the numbers of pupils in EBD special schools remained roughly constant. Despite national pressure to move towards the inclusion of all pupils, LEAs continued to find it impossible to educate a small percentage of pupils with behavioural difficulties on mainstream sites.     

Separate Model versus Experimenter as Model in Vicarious Concept Attainment

The effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation, and sex of child, were studied across baseline, imitation, and transfer phases in a 3 X 2 X 2 X 3 factorial design, using ninety-six economically-disadvantaged first-graders. Neither expectation nor sex created significant differences, but each modeling group surpassed the controls in imitative concept-attainment and transfer. As expected, learning and transfer were very comparable for the alternative modeling formats. The relevance of the results to the information-transmitting features of modeled displays, and to the use of modeling techniques in practical pedagogy were discussed     

The learning enrichment service (LES): A multi‐optioned approach to programming for gifted secondary school students

The Learning Enrichment Service (LES) is a multi‐optioned, research based model for bettor meeting the needs of gifted secondary school students. It acts as a school‐wide support system for teachers and students in both the regular classroom and specialized programs by screening, training, networking, counselling and exchanging information for enrichment programming.