THE RANGE AND IMPACT OF LEA BEHAVIOUR SUPPORT PLANS

The requirement that all Local Educational Authorities in England and Wales produce plans for their provision for ‘pupils with problems’ has resulted in a wide range of responses. The data in this paper are drawn from a sample of Behaviour Support Plans and the responses of a group of individuals (teachers) closely affected by them. The plans are firstly analysed using an evaluation framework developed from Circular 1198, which announced the Behaviour Support initiative. The paper then draws on the evaluatory critiques of teachers who work in both mainstream and special (EBD) schools; these were obtained by interview. Data suggest that, BSPs generally follow the pattern of guidance provided in the Circular, although there are several notable omissions in some plans. There are wide variations in the way in which BSPs have been perceived by teachers working with children with behaviour problems; importantly, these views regard some BSPs as, in part, little more than reiterations of previously attempted initiatives.     

Recollections of sexual socialisation among marginalised heterosexual black men

This paper describes the sexual socialisation process of marginalised, drug-using heterosexual black men, focusing primarily on the sources and content of sexual information. Analysing qualitative interview data, we discovered that the men in our sample both learn about sex and become sexually active at an early age. They most often learn about sex from the media and least often learn about sex from family members. The content of sexual information varies in specifics, but overall tends to equate sex with pleasure, encourage sexual activity with multiple partners and emphasise using protection. Our goal is to use this data to better understand how sexual socialisation contributes to the prevalence of multiple sexual partners and high rates of HIV among heterosexual black men in order to inform future risk-reduction intervention programmes.     

高等教育支出与产出:错综复杂的关系

对于决策者来说,量化并理解高等教育支出与产出之间的关系非常重要.然而这是一项繁复的工作,且高度取决于方程中这两个变量的界定和测量方法,把握高等教育系统产出的特性并评估其价值尤其困难.本研究采用国际比较的视角,从宏观角度分析了这种关系的趋势和模式.     

PEER AND STUDENT-FACULTY RELATIONS IN COMMUNITY COLLEGES

This study investigated differences in peer and student?faculty relationships of male and female community college students. Men reported more frequent participation in college activities, whereas women reported more frequent involvement in less formal activities such as studying with other students. Women had less difficulty than men meeting and making friends. For both men and women, little student?faculty interaction outside the classroom was reported.     

Mapping continuity and change in the intellectual structure of the knowledge base on problem-based learning, 1974–2019: A systematic review

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.     

The Program for Cooperative Cataloging’s Transformative Role as a Leader of Change

Abstract

The transformation of library metadata encoded in MARC to linked data will enable libraries to participate in the Semantic Web. This transformation, however, will be an iterative development dependent upon community-based decisions. The PCC, as a community-based organization, is ideally positioned to lead this transformation. As PCC guides this transition, three broad areas must be resolved: the conversion of legacy data to linked data, the use of identifiers to support controlled headings, and the transformation of current workflows to linked-data counterparts. By embracing the Web as a community, PCC can confirm its relevance in a complex web of global data.     

The kinematic differences between accurate and inaccurate squash forehand drives for athletes of different skill levels

ABSTRACT

To maintain the accuracy of squash shots under varying conditions, such as the oncoming ball’s velocity and trajectory, players must adjust their technique. Although differences in technique between skilled and less-skilled players have been studied, it is not yet understood how players vary their technique in a functional manner to maintain accuracy under varying conditions. This study compared 3-dimensional joint and racket kinematics and their variability between accurate and inaccurate squash forehand drives of 9 highly skilled and 9 less-skilled male athletes. During inaccurate shots, less-skilled players hit the ball with a more open racket, demonstrating a difference in this task-relevant parameter. No joint kinematic differences were found for accuracy for either group. Coordinated joint rotations at the elbow and wrist both displayed a “zeroing-in” effect, whereby movement variability was reduced from the initiation of propulsive joint rotation to a higher consistency at ball-impact; potentially highlighting the “functionality” of the variability prior to the impact that enabled consistent task-relevant parameters (racket orientation and velocity) under varying conditions. Further, highly skilled players demonstrated greater consistency of task-relevant parameters at impact than less-skilled players. These findings highlight the superior ability of highly skilled players to adjust their technique to achieve consistent task-relevant parameters and a successful shot.     

Bayesian reasoning in avalanche terrain: a theoretical investigation

In this article, I explore a Bayesian approach to avalanche decision-making. I motivate this perspective by highlighting a version of the base-rate fallacy and show that a similar pattern applies to decision-making in avalanche-terrain. I then draw out three theoretical lessons from adopting a Bayesian approach and discuss these lessons critically. Lastly, I highlight a number of challenges for avalanche educators when incorporating the Bayesian perspective in their curriculum.