Income generation for non‐core university activities: a case study of the University of Central Lancashire

The English Funding Council has announced its intention to invite tenders for the contract currently held by the Quality Assurance Agency for Higher Education (QAA), and the Australian government is promoting a Bill to curb the activities of the equivalent body, the Tertiary Education Quality and Standards Agency. This article compares the two agencies, and it draws upon debates and developments in Australia to interpret recent changes in QAA's relationship with universities focusing, in particular, on the significance of the UK Quality Code for Higher Education and the new single review method – Higher Education Review. The authors suggest that QAA's current crisis may have been precipitated by its failure to attend to the concerns of its members (Universities UK and the other representative bodies). The article concludes by proposing three basic principles which should govern the design of any new method for the review of UK higher education institutions.     

The Process of Modifying the School System to Enable Curriculum Review and Improvement

The focus of this article is the school‐based mentoring process which supports the initial training of teachers in any of its present routes. We draw as much from practical application and experience of mentoring as from theoretical frameworks.     

A design model for lifelong learning networks

The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.     

America,America: National Identity,Presidential Debates,and National Mood

In their public messages, United States politicians often invoke America in an attempt to unite citizens and build electoral coalitions. Such an emphasis is particularly common in presidential debates, which are climactic “media events” late in campaigns for the White House, when candidates take questions from journalists and citizens while addressing millions of voters. We analyzed the connection between (a) candidates' highlighting of national identity in presidential debates and (b) mass public opinion since 1960. We expected and found that (a) candidates increased their emphasis on the nation during times of heightened national uncertainty, (b) Democratic presidential candidates invoked the nation more often than Republican candidates, and (c) comparisons across elections among incumbents suggest that national uncertainty was more important than partisan identity in eliciting invocations of the nation.     

Film History

Colin Shindler, Hollywood Goes to Wars Films and American Society, 1939-1952 (London: Routledge & Kegan Paul, 1979 – $20.00)

Barbara Zheutlin and David Talbot, Creative Differences: Profile of Hollywood Dissidents (Boston: South End Press, 1978– $5.40 paper)

The Adventures of Robin Hood, edited and an introduction by Rudy Behlmer, 235 pages

The Green Pastures, edited and an introduction by Thomas Cripps, 206 pages.

High Sierra, edited and an introduction by Douglas Gomery, 189 pages.

Our Lady Cinema by Harry Furniss (originally London: Bristol, 1914—reprint $16.00)

Jew Suss by Arthur Rawlinson and Dorothy Farnam (originally London: Methuen, 1935–reprint $18.00)

Marcia Blitz, Donald Duck (New York: Harmony Books/Crown, 1979— $12.95)     

The Diversity of Moral Education

Moral education is complex: its major issues are not resolvable in terms of contests between rival ethical theories. Five tasks of moral education are identified: dealing with blatant misdemeanours, developing virtues, developing skill in moral reasoning, teaching to care and enabling individuals to choose a worthwhile way of life. These are mutually irreducible in terms of their justification and capable of irreconcilable conflict in practice. Moral education must recognise such conflicts and the consequent inevitability of wrongdoing in human life as well as the need for humility this implies. The position argued for is inconsistent with, and does not imply, moral relativism.     

Is There Spirituality? Can It Be Part Of Education?

Note is taken of the requirement (expressed in the British Educational Reform Act 1988 and other documents) that the curriculum should contribute to the spiritual development of pupils in the school and of society. Declining to reject the term as vacuous, the paper explores various suggested meanings: induction into a particular religion, consideration of fundamental questions, a sense of self, certain largely inexpressible states of mind, and pupils' non–material well–being. All of these, with the possible exception of the first in the context of a multicultural public educational system, are shown to have some possible validity, subject to the need for further explication. Sincere concern with any profound notion of spiritual development is, however, held to be difficult to reconcile with current officially sanctioned conceptions of education.     

Some ideologies of disability

The paper analyses the "separate systems of honour" which constitute the ideologies surrounding disability. After critiquing traditional (false conscious and liberal) and radical (separate development and pseudo-radical) responses to the disadvantaged and humiliating situation of disability, it concludes by advancing a genuinely radical response of its own.