God's antipodean teaching force: An historical exposition on Catholic teaching religious in Australia

From the 1850s to the 1970s the teaching force in Catholic schools in Australia was dominated by priests, female religious and brothers. This paper details the scope of existing research on these teachers, the demands of their religious vocation, their own education, the atmosphere which they established in the schools, leadership opportunities, and the ‘darker side’ of their way of life. Such expositions can promote reflection on the possibility that teaching can be influenced by discourses of ‘vocation’ and ‘the giving of service’, every bit as much as it can be by ‘industrial’ and ‘labour’ perspectives.     

Learning through life: a response to the special issue 29(4)

This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure.     

少年派——惊艳奥斯卡的奇幻漂流

3D技术风行,李安也来赶个时髦。奥斯卡金牌导演李安执导的3D视效大片《少年派的奇幻漂流》,在纽约影展被《时代》杂志盛赞为下一个《阿凡达》。影片在创造视觉奇观的同时也给观众带来巨大的心灵震撼。其讲述的是一名16岁男孩的故事,他和一只老虎同住一艘救生艇,展开横渡太平洋的旅程。"通常我拍片时,不会考虑风格,而是思考角色需要什么。我会贴     

Effects of success and failure on emotionally handicapped boys

The study was designed to investigate the extent to which expectancies and performance of emotionally handicapped children could be altered by success- or failure-induced experiences. Students were randomly assigned to either of two experimental conditions during five trials of a guessing task. Immediately following the initial experience, all children were asked to estimate their expectancy of success on a novel learning task; students were then given a progressive matrix worksheet with ten problems which required adding and/or subtracting. It was hypothesized that those students in the success condition would have higher expectancies and actual performance scores than the children in the failure condition. It was further hypothesized that expectancy levels and performance scores would be related. An analysis of the results indicated that success and failure on a task were influential on subsequent expectancy estimates and performance; a discussion of these results is presented.