Writing Revision: Evidence for Learning

ABSTRACT

This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils’ writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice.     

LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS

ABSTRACT:  This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions.     

Parental educational level,gender differences,and seniors' aspirations for advanced study

Many factors affect an undergraduate student's postbaccalaureate plans. Academic interests, career-related factors, finances, and various psychological and sociological factors all have been found to be related to interest in advanced education. Few studies, however, are gender-specific in examining the relation of parental educational attainment to their children's aspirations. Such data would be helpful in the attempts to understand the continued underrepresentation of women in most fields requiring advanced degrees. All seniors at a large Midwestern university with at least a 3.0 cumulative grade point average planning to graduate in spring or summer of 1986 were sent questionnaires dealing with their postgraduation plans. Of these 1900 surveys, 791 (42%) were returned. Results reported here examine the relation of future educational plans to gender of student, educational level of parent, and field of study. A modeling effect not noted in previous literature is discussed.     

Long-term unemployment: Effects and counseling interventions

The authors provide an overview of the psychosocial impact of unemployment. Case studies, based on interviews with the long-term unemployed during 1988 and 1989 are presented to highlight the Personal Employment Identity Model. The PEIM is a service delivery paradigm designed to assist counselors when working with the unemployed. It utilizes an individuals's ego identity in relation to their self identification with their previous work role to recommend interventions. Interventions will vary according to the inherent and expressed needs of the individual on the continuum of the Personal Employment Identity Model.     

Development of Shallow Footing Anti-Ram Bollard System Through Modeling and Testing

In past terrorist attacks, vehicle borne improvised explosive devices (VBIED) have been the primary manner of attacking buildings and infrastructures. Preventing unauthorized vehicles from approaching a protected area with anti-ram systems would maintain an established standoff distance against moving and stationary vehicles and consequently reduce blast and debris threats. This strategy has been considered the first line of defence against terrorists. Several types of anti-ram devices have been developed in accordance with U. S. Department of State K-rating criteria, for example, wedge barriers, rising beams, sliding/swing gates, and drop arms. However, these devices typically need a deep foundation for installation and can't be implemented into many locations where a depth of excavation is limited in order to protect utility lines of buildings and infrastructures. This paper presents a recent development of a series of shallow footing anti-ram bollard systems (SFABS) that can satisfy K-12 rating with only five-inch thick footing. A high-fidelity physics based finite element technique with a vehicle crash model is used for predicting anti-ram capacity and determining design parameters of the SFABS. Full-scale vehicle crash tests of the developed SFABS systems have been carried out to validate the design and analysis.     

Marks,get set,go: an evaluation of entry levels and progress rates on a university foreign language programme

This paper highlights the problem of falling recruitment to foreign language (FL) degrees in higher education, outlining some of the recent changes in secondary FL education which have contributed in part to this situation. It draws attention to the lack of research into the impact that the fall in numbers of students taking a foreign language A level is having on the quality of the intake onto HE foreign languages courses. It reviews the findings and conclusions of the only major study in this area and then presents the results of a new longitudinal study of FL learning at a major UK university. The findings challenge the prevalent view that A level foreign languages are becoming the preserve of the academically elite and raise questions about the type of skills rewarded at foreign language A level. The study confirms previous research findings relating to poor progression rates in university FL learning, but questions the assumption that poor tuition is the root cause of this malaise.