Trialling an Indicator of the Impact of Two Library Induction Models

The impact of two models of induction into library services, a “one stop” orientation model and an “active learning” model with task-specific coaching, was assessed. The study was conducted with participants on a Continuing Professional Development course and a pre-Initial Teacher Education course. Questionnaire data showed differences between the groups in terms of information seeking behaviors and the sources they used A simple indicator of efficacy of information retrieval and evaluation was derived from participants’ assessed work reference lists, which was indicative of different outcomes from the two induction processes.     

Border Patrolling and “Passing” in Eminem's 8 Mile

This essay argues that the semi-biographical film 8 Mile represents Eminem as being both racially distinctive and as possessing universal commercial appeal. 8 Mile accomplishes this paradoxical construction by portraying “Rabbit” as “white trash,” a discursively “dark” (white) object, and as an American mythological white subject. The film makes whiteness hyper-visible by subjecting it to raced and gendered struggles. Through real and symbolic violence, Rabbit battles “dark” villains and grapples with “dark” women, initiating a rite of passage. The film grounds Eminem's hip hop authenticity in Rabbit's discursive darkness, but attaches to this image the marketable allure of mythic whiteness. I conclude by contemplating how the film's conservatism reifies “blackness.”     

Using a meta-analysis activity to make critical reflection explicit in teacher education

This paper describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education programme. Using a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum, the rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations. The evidence suggests that the activity can result in a qualitative improvement in the nature of critical reflection. The intervention also appeared to generate a growing acknowledgement by students that writing lesson evaluations, is a valuable process which can enhance their practice.     

The development of a lifelong guidance system in Hungary

The development of a lifelong guidance system in Hungary Systematic work is currently being undertaken in Hungary to develop a lifelong guidance system, in line with principles outlined by leading international organisations. The origins of career guidance in Hungary, and the nature of the current career guidance system, are outlined. The main features of the current development programme, supported by the European Social Fund, are presented, alongside the strategic work of the National Lifelong Guidance Council. Key issues relating to these developments are discussed.     

Non-reduced optimal observers for time-varying linear systems

A method is presented for constructing a nonreduced observer for a finite dimensional linear system. The systems considered are nth order, time-invariant or time-varying forced linear systems which are assumed to be bounded and uniformly completely state reconstructible. The observer dynamics are derived from an optimal estimation formulation which is related to the concept of observability. The cost functional used in this formulation includes a parameter which determines the relative weighting of the system output and the estimate of the initial system state. The result is a practical method of estimating the state of a linear system from noiseless measurements of the input and output. The results are also of theoretical significance in that a direct connection between reconstructibility and the existence of observers is established.     

New skills for new futures: a comparative review of higher education guidance and counselling services in the European Union

The main results are presented of a study of thehigher education guidance and counselling services inthe Member-States of the European Union. The changingcontext of higher education in Europe, and itsimplications for guidance and counselling services,are discussed. The main trends in the development ofsuch services are outlined, including the results ofa task analysis covering the main guidance andcounselling roles. Implications forprofessinalisation and for training and professionaldevelopment are reviewed. It is suggested that aEuropean Master's degree could be a valuablecomplement to national training and qualificationstructures.