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Book part
Publication date: 12 October 2015

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Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

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Article
Publication date: 1 May 1931

Australia grows all the fruits found in temperate zones and a large number which demand tropical and semi‐tropical conditions for their successful cultivation. Considerable sums…

37

Abstract

Australia grows all the fruits found in temperate zones and a large number which demand tropical and semi‐tropical conditions for their successful cultivation. Considerable sums of public money have been spent on irrigation to bring about closer settlement and to encourage intensive cultivation of fruit and other crops. The definition of “Jam” given in the official Regulations issued under the Food Laws of the Australian States is identical with the definitions which have been given by the dictionary compilers and cookery book writers in this country at times long before Australia was thought of as a potential source of fruit supply in any form. Jam is prepared in the factories in the various States in conformity with the existing health and food regulations in force in the particular State. Its fitness as an item of oversea export is a matter for the consideration of the Federal Authorities of the Commonwealth. In the State of Victoria a series of regulations under the State Health Act of 1928 were published in the “ Government Gazette ” of 15th August, 1930, and became operative one month later, unless it was otherwise specifically stated in the interval. They may be cited as the Food and Drug Standards Regulations, 1930. Part II. of these Regulations has to do with Food. Regulation 50, 4, a, says that jam or conserve is the product obtained by boiling some one kind of sound fruit with sugar. It shall not contain any added glucose, gelatine, starch or any other foreign substance except spices. Provided that the addition of permitted colouring to raspberry jam, strawberry jam, or plum jam shall not be deemed to be a contravention of these Regulations, and where such colouring is derived from fruit, declaration of such addition shall not be required. Regulation 10, 1, a and b, gives a list of permitted animal, vegetable and artificial colouring matters, but under the same Regulation when such colouring matters are added to a food product, there must be legibly and prominently displayed on the label the name of the colouring matter used, and if it be an artificial dye the number indexed in Rowe's Colour Index. Regulation 10, 5, a, defines marmalade as the product obtained by boiling sound citrus fruit or fruits with sugar. It shall not contain any added substance except glucose. Regulation 10, 6, a, defines a mixed jam as the product obtained by boiling two or more varieties of sound fruits with sugar. It shall not contain any vegetable substance other than that derived from fruits of the varieties designated in the label, except spices. It shall contain not less than 50 parts per centum of the variety of fruit named first in the label. It shall not contain any added glucose, gelatine, starch, or other foreign substance. Regulation 6, labels, 7 and 6 : These provide that the labels shall not contain any misleading statement or design concerning the quality or food value of the product, or any comment on or reference to any statement required by the Act or Regulations which would directly or by implication contradict, modify or qualify such statement.

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British Food Journal, vol. 33 no. 5
Type: Research Article
ISSN: 0007-070X

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Book part
Publication date: 12 May 2022

Wendy Peia Oakes

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based…

Abstract

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

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Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

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Book part
Publication date: 2 August 2021

Max Crumley-Effinger, Tavis D. Jules and Syed Shah

Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of…

Abstract

Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of the effects of research and activities within the field of Comparative and International Education (CIE). The authors hypothesize that consideration of CIE research’s environmental impact is seldom, if ever, discussed in the literature. To test this hypothesis, the authors conduct a content analysis of articles published in selected major CIE journals to analyze how researchers account for their environmental impact. In addition to presenting the findings of this analysis, the authors provide a selection of queries for examining one’s own practices as a CIE researcher in relation to environmental sustainability. The authors provide preliminary suggestions for ways to reduce GHG production and the environmental impact of continued CIE research and call for acknowledgement of these impacts in publications. Ultimately, the authors suggest that more needs be done to examine CIE scholars’ ecological impact in conducting research and use this chapter as a starting point for conversations in this vein.

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Annual Review of Comparative and International Education 2020
Type: Book
ISBN: 978-1-80071-907-1

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Article
Publication date: 1 January 1968

E.W. Jenkins

In its simplest form the true‐false question is a specific instance of a group of questions in which the pupil is asked to choose from a pair of contrasted or opposed qualities…

83

Abstract

In its simplest form the true‐false question is a specific instance of a group of questions in which the pupil is asked to choose from a pair of contrasted or opposed qualities, eg yes/no, true/false, possible/impossible, same/different, etc. However, the true‐false technique can be extended so that the pupil is asked to choose from a range of graded responses such as ‘likely to be true’, ‘true’, ‘likely to be false’, ‘false’, ‘don't know’, etc. This inevitably brings the true‐false item close in format to the multiple choice question but, as Hedges points out, the relationship of the various possible responses to each other shows the question to be a derivative of the true‐false technique. Another variation of this technique might ask the pupil to identify the word of phrase which makes false or incorrect an otherwise true or correct statement, and additionally to correct the original statement by supplying the correcting word or phrase.

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Education + Training, vol. 10 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 April 1900

The statements which have recently been made in various quarters to the effect that Danish butter is losing its hold on the English market, that its quality is deteriorating, and…

52

Abstract

The statements which have recently been made in various quarters to the effect that Danish butter is losing its hold on the English market, that its quality is deteriorating, and that the sale is falling off, are not a little astonishing in face of the very strong and direct evidence to the contrary furnished by the official records. As an example of the kind of assertions here alluded to may be instanced an opinion expressed by a correspondent of the British Food Journal, who, in a letter printed in the March number, stated that “My own opinion is that the Danes are steadily losing their good name for quality, owing to not using preservatives and to their new fad of pasteurising… .”

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British Food Journal, vol. 2 no. 4
Type: Research Article
ISSN: 0007-070X

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Book part
Publication date: 14 September 2020

Mike Watts

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Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

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Book part
Publication date: 28 February 2025

Mike Watts

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Completing Your EdD: The Essential Guide to the Doctor of Education, Second Edition
Type: Book
ISBN: 978-1-83608-814-1

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Book part
Publication date: 12 October 2015

Fabio Dovigo and Vincenza Rocco

Inquiry-Based Science Education (IBSE) is considered as a powerful pedagogical practice for renewing science teaching in and out of school. However, despite the spread of IBSE…

Abstract

Inquiry-Based Science Education (IBSE) is considered as a powerful pedagogical practice for renewing science teaching in and out of school. However, despite the spread of IBSE projects, solid evaluation practices have not yet been adequately developed. Practitioners are often uncomfortable with the evaluation task, usually spending little time on it and using poor tools to evaluate IBSE activities. To investigate this issue, we developed an analysis of the European project INQUIRE within the framework of Evaluation Capacity Building theory (ECB). INQUIRE fosters IBSE activities in schools and botanic gardens, promoting training for teachers and educators working with pupils aged between 9 and 14. ECB aims at developing evaluation capabilities in order to conduct rigorous evaluation. Adopting a mixed-methods approach, we systematically analysed evaluations used within courses held in Italy over two years (2011–2013). Study findings suggest that the INQUIRE project has helped practitioners to improve their ability to conduct effective evaluations. However, we also identified two concerns, as IBSE practices tend to focus on cognitive rather than cooperative teaching elements, and on summative rather than formative evaluation methods. The following four recommendations are consequently suggested: promoting dynamic assessment processes, ensuring clearness and flexibility, valuing tacit knowledge, and fostering cooperation.

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Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

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Article
Publication date: 16 March 2010

David A. Morand

The purpose of this paper is to describe the programs of status leveling – such as through the elimination of executive washrooms, reserved parking, and so forth – are a…

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Abstract

Purpose

The purpose of this paper is to describe the programs of status leveling – such as through the elimination of executive washrooms, reserved parking, and so forth – are a taken‐for‐granted feature of many workplace involvement and quality improvement programs, yet no prior research has investigated the presumed effects.

Design/methodology/approach

This conceptual paper enumerates devices commonly used to level status in organizations, and presents a number of propositions intended to capture the major effects. The paper draws on extant literatures from social psychology, sociology, and organizational theory to account for processes and effects of leveling.

Findings

Leveling devices lead to several proximate outcomes: increased cross‐status interaction and contact, literal blurring of status, role flexibility, and low power distance perceptions. These in turn mediate the relation between leveling and several broader organizational outcomes, including distributive justice based upon equality, community, communication, and empowerment. Factors moderating the effects of leveling are explored.

Research limitations/implications

While the salutary effects of leveling tend to be taken for granted, it is possible to specify how leveling generates specific behavioral, attitudinal, and performance related outcomes. The model should be empirically tested.

Practical implications

The findings provide managers with a fine‐grained understanding of this important set of organizational practices.

Originality/value

No prior scholarship has focused on this most important topic.

Details

International Journal of Organizational Analysis, vol. 18 no. 1
Type: Research Article
ISSN: 1934-8835

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