Computer-Assisted Training of the DSM-III-R in Counselor Education

This article reviews various computer programs that can be used as part of a comprehensive curriculum to train counselors on how to better understand and use the Diagnostic Statistical Manual of Mental Disorders (DSM-III-R; American Psychiatric Association, 1987).     

Mixed Ability English

This article attempts to lay out the principles which direct some of our present practice in teaching mixed ability classes in English in years 1–4.* Some of it refers to things we are developing rather than comprehensively 'doing'†; much of it will be seen to be unoriginal and/or vague, but it does have the merit of being roughly quarried from our own experience.     

Qualifications Frameworks: some conceptual issues

The aim of this article is to contribute to realising the progressive and democratic opportunities that National Qualifications Frameworks (NQFs) can offer. In doing so it will be critical of many of the ways that NQFs have been interpreted to date and the claims that have been made for them. The article has six sections. Section 1 considers some of the reasons for the recent growth of interest in NQFs. Section 2 is concerned with the widely shared goals of NQFs and some of the contradictions and problems that they involve. Section 3 discusses the very different forms that NQFs can take. Section 4 examines a number of issues that underlie all approaches to qualifications but are made more explicit by qualification frameworks and concludes by questioning the much lauded claim that NQFs can promote and accredit informal learning. The concluding section considers the longer term implications for the future of NQFs of the earlier analysis.     

5种妙计防飓风

只要能找到防止飓风屠城的好方法，那么为什么不复原被飓风摧毁的新奥尔良市，而要重新建设一座新城市呢？下面，我们将介绍5种较易实现的防止飓风的方案。     

“When I Grow Up I'd Like to Work in a Place Like This”: Museum Professionals' Narratives of Early Interest in Museums

As part of an exploratory research study, museum professionals were asked to share their stories about pivotal learning experiences in museums. Several offered personal narratives of how they first became interested in museums and started down the path toward careers in museum work, or had their imaginations opened to the possibility of broader life horizons. This group of stories seemed to be grounded in particularly vivid memories and frequently elicited strong emotions in the telling. The narratives are evidence of the impact of early museum experiences on people who later found their way into museum careers, and suggest avenues for further study of the roots of museum careers as well as other ways museums profoundly affect people's lives. The stories can also reveal to the teller, as well as to researchers and others, what stands out in their memories and the importance they assign to those memories. By attending to the thematic and emotional content of these narratives, both narrator and colleagues can find clues about where their beliefs and values really lie and, therefore, where their and the profession's time and resources might be most productively invested.