Young Children's Projective Abilities: what can a monster see?

Abstract A series of four tasks was presented to 3‐7 year‐old children in order to investigate their understanding of the way in which an obstruction restricts a person's view of an array. The results indicated that children's ability to predict another person's line of sight and field of view develops significantly during this period. The responses of most 4‐7 year‐olds in a nonverbal hiding game were consistent with their verbal judgments about what another person could see, but 3‐year‐olds’ responses in the hiding game were much more sophisticated than could be expected from their performance on the verbal tasks. The possibility is raised that satisfactory performance in hiding games may not always depend on a child's first working out what a seeker can see.     

Credits, Qualifications and the Fluttering Standard

The primary function of credit is to help assess the equivalence of learning and to facilitate student transfer within and between institutions. Recently, attention has focused on the role credit may have in defining the academic standards of qualifications. Some recently proposed qualifications frameworks are one-dimensional in that they have levels as the only measurable parameter. Such 'frameworks' are not true frameworks because there is no basis for differentiating the qualifications at each level. Other frameworks are two-dimensional, using credits and levels as the two parameters. Where the award of credit for a module reflects the satisfactory completion of all the designated learning outcomes at a specified level, there is a clear basis for relating credit to academic standards. In this situation, plotting the credit requirements for qualifications onto a framework that comprises levels and credits makes an important contribution towards understanding the relative standards of the qualifications.     

Aesthetic ruptures: viewing graffiti as the emplaced vernacular

This essay theorizes the notion of the emplaced vernacular, a type of vernacular expression that is mobilized by the production of aesthetics in particular places. I argue that 1970s graffiti in New York City emerged as an aesthetic rupture in response to the spatial exigencies of postwar urban renewal projects. Analysis of The New York Times coverage of graffiti writers “Kilroy was Here” from WWII and “Taki 183” from the 1970s demonstrates how the force of this emplaced vernacular was disciplined within dominant spatial ideologies, producing an aesthetic that continues to enable and constrain contemporary efforts of vernacular subjectification.     

The Promise of Andragogy and Experimental Learning to Improve Teaching of Nutrition Concepts to Culinary Arts Students

This randomized controlled trial compared the effectiveness of traditional lecture (C), face‐to‐face demonstration (DP), on‐line lecture capture (OP), and the combination of the last two (OP+DP) to enhance culinary arts students' application skills related to sodium usage in food preparation. Objectives were to compare relative effectiveness of the four instructional methods with respect to knowledge about dietary sodium, ease of use of sodium reduction techniques, strategies to reduce sodium and attitudes about use of dietary sodium in cooking; and to compare student satisfaction with the instructional methods. A convenience sample of n = 139 students was randomized to receive the C, DP, OP, or OP+DP intervention. To measure effectiveness of each instructional method, a nutrition survey was administered as a pre‐test, post‐test, and an eight‐week follow‐up. There was no statistically significant difference in performance between DP, OP, and OP+DP groups on each subscale. However, each of these methods performed significantly better than the control group (C). DP, OP, and OP+DP methods were superior to the control group (C). In general, OP+DP resulted in the largest effect sizes, suggesting that this intervention was possibly more effective as compared to the OP or DP. Future culinarians can benefit from learning about health‐conscious sodium reduction cooking practices as seen in the nutrition education sector to improve population health.     

Reviews

Annals of Dyslexia -     

The Ethics of Outsider Research

This chapter examines criticisms made by or on behalf of 'disempowered' groups against outsider research into their experience: that outsiders cannot properly understand and represent their experience and are exploitative and disrespectful, and that having outsiders articulate your views for you is intrinsically disempowering. I argue that 'outsider research' can contribute to the better understanding of the researcher, of the community engaged in the research and of the wider community. Nevertheless the claim 'nothing about us without us' expresses an ethical and epistemological truth in educational research: as a statement about the kind of relationship which should obtain between researcher and participants.