Beyond a learning society? It is all to be done again: Zambia and Zimbabwe

This article considers the ways in which educators and learning societies in Zambia and Zimbabwe have had to struggle to create independent, democratic and critical curricula in difficult circumstances over the last 50 years in the context of historical shifts in power, a declining British Empire and the re‐emergence of reactionary forces at a time when democracy is in retreat. It is argued that democratic learning societies depend on relationships with progressive social movements which most non‐governmental organizations (NGOs), and their allies in lifelong education, claiming to constitute civil society do not represent. In Zambia the labour movement and its educational programmes have had to contend with the brutal application of neo‐liberalism and imposed structural adjustment programmes. These latter were also imposed in Zimbabwe and in both countries resulted in the decimation of public education and health programmes, appalling human suffering and unemployment, all exacerbated the by the HIV/AIDS pandemic. The issues of land reform in Zimbabwe, its suspension from and quitting the Commonwealth, the demonization of President Mugabe, and the recent March 2005 election victory for Zanu‐PF are analysed. The courage and dedication of so many educators in both countries are overwhelming but the article concludes that the learning society, rich culture, knowledge base and intellectual potential may be in danger from poverty, unemployment, exploitation and disease.     

Attitudes of parents towards inclusive education: a review of the literature

The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion.     

Friction reduction using self-waxing alpine skis

A continuously waxed ski has been developed that releases a thin film of lubricant under the base of a ski. This replicates the melt water layer observed in snow skis which is caused by frictional and solar heating. The system is particularly effective on artificial (dry) slopes where skiers slide on plastic bristles rather than snow. Speeds comparable to those achieved on snow are achieved using this system and this improves the experience for the skier. Speed enhancements on plastic slopes of up to 50?% have been achieved using solutions of polyethylene glycol in water. There is speed enhancement of approximately 9?% on artificial snow and 2?% on fresh alpine snow. The latter value is highly significant as it can be the difference between winning a medal in ski competitions and finishing outside the top ten. In addition to the quantitative data, qualitative athlete perceptions were also recorded and show that a feel like snow can be achieved on artificial surfaces. Because the lubrication system is attached to the ski, it allows personal performance enhancement irrespective of a water misting system being in operation or not. The design complies with the equipment regulations of the skiing??s international governing body so it can be used in competition.     

Risk factors and mechanisms of technology and insignia copying—A first empirical approach

This paper examines the relationship between a firm's strategic framework and business environment and the probability of becoming the target of “copying”, differentiated into (i) unauthorized reproduction of its technological product elements or insignia, and (ii) patent and trademark infringement. Based on bivariate and multivariate analyses of survey data, we show patterns of the links between being (legally or illegally) imitated and IP protection (e.g., defensive publishing), general strategy (e.g., selling products abroad or off-shoring R&D activities) and organizational factors (e.g., firm size). Management implications for successful strategies against the different types of being copied are derived.     

Similarities and differences in anthropometry and training between recreational male 100-km ultra-marathoners and marathoners

Abstract Several recent investigations showed that the best marathon time of an individual athlete is also a strong predictor variable for the race time in a 100-km ultra-marathon. We investigated similarities and differences in anthropometry and training characteristics between 166 100-km ultra-marathoners and 126 marathoners in recreational male athletes. The association of anthropometric variables and training characteristics with race time was assessed by using bi- and multi-variate analysis. Regarding anthropometry, the marathoners had a significantly lower calf circumference (P?相似文献   

Speaking but not listening? Accountable talk in an unaccountable context

Taking the 2009 UKLA conference theme of “making connections and building literate communities” and recalling Hoggart's plea for literacy to be critically and morally engaged rather than merely functional, this paper calls for a reassessment of the pursuit of literacy in schools so as to connect the language of learning with the language of democratic participation. Given what we know about the way classroom talk mediates both learning and culture, the paper takes such talk as its focus, comparing the author's principles of dialogic teaching with Resnick's criteria for accountable talk. The paper then contrasts these idealised versions of the discourse of pedagogy with the public discourses of power, noting the prevalence of four discourse types – derision, dichotomy, myth and meaninglessness – through which, in pursuit of political goals, governments rewrite history, simplify the problematic, dignify the mundane and marginalise unpalatable evidence. This prompts an addition, in the interests of meaningful citizenship as well as effective learning, to Resnick's criteria of accountability to the learning community, standards of reasoning and knowledge: accountability to language itself.     

An Engagement-Based Student Typology and Its Relationship to College Outcomes

Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes.     

The missing link: an econometric analysis on the impact of curriculum standards on student achievement

Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain.     

Foreign and International Media

Melly de Camargo and Virgilio B. Noya Pinto's Communication Policies in Brazil (Paris: Unesco Press [New York: Unipub], 1975— $4.95, paper)

John K. Mayo, et al., Educational Reform with Television: The El Salvador Experience (Stanford, Calif.: Stanford University Press, 1976—$11.50).

John A. Lent's Mass Media in the Commonwealth Caribbean: Recent Bibliographic Sources (Philadelphia: Temple University School of Communications and Theater, Communications Research Reports No. 7, 1976— $2.50, paper).

Alexander S. Birkos' Soviet Cinema: Directors and Films (Hamden, Coon.: Archon Tools /Shoe String Press, 1976—$17.5n).     

Film Directors

Alexander Sesonske, Jean Renoir: The French Films, 1924-1939 ( Cambridge: Harvard University Press -- $25.00 cloth/ $9.95 paper)

Martin Williams, Griffith: First Artist of of the Movies (New York: Oxford University Press -- $12.95)

Tony Rayns (ed.), Fas sbinder ($8.25 paper/$17.50 cloth)

Peter Baxter (ed.), Sternberg ($9.50 paper/$17.50 cloth)

G. K. Hall "Reference Publications III Film" series (Boston: C.K. Hall, 1979 except 1980 for Penn volume -- at prices shown below)