The Colleges of Further Education, along with the Polytechnics and the Colleges of Education, form the public sector of the binary system of higher education. These are all Local…
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The Colleges of Further Education, along with the Polytechnics and the Colleges of Education, form the public sector of the binary system of higher education. These are all Local Authority colleges with Governing Bodies set up according to Instruments and Articles of Government approved by the Secretary of State for Education and Science. The government of these colleges is similar, and the DES has been very active in encouraging more autonomy for the institutions. As an example, DES Circular 7/70 outlines the functions to be exercised, respectively, in relation to a College of Further Education, by the LEA, the Governing Body, the Principal, and the Academic Board.
THE high standards of examination and qualifications for membership set by the Institute of Incorporated Work Study Technologists can be seen in the new Prospectus just issued by…
In his recent speech at the Bakers' and Confectioners' Exhibition at the Royal Agricultural Half Mr. Noel Buxton, the Minister of Agriculture, referred to the regulations for the…
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In his recent speech at the Bakers' and Confectioners' Exhibition at the Royal Agricultural Half Mr. Noel Buxton, the Minister of Agriculture, referred to the regulations for the application of the National Mark to all‐English flour, which will shortly come into force. For some years past competitions held in connection with the Exhibition have shown beyond question that bread and confectionery of the finest quality can be made of the flour produced from English wheat. The excellence of the home‐grown article has, in fact, been proved to the satisfaction of the best judges; and the Ministry of Agriculture consider that bakers and consumers, as well as the farmers who produce it, will stand to benefit by its more general use. It is, therefore, in the interests of all three parties that they propose to extend to English wheat the system of grading and standardization which has already been applied with marked success to other articles of diet, such as eggs, tomatoes, apples and pears, and cucumbers. So far as the farmers are concerned, everything that helps them to carry on the fight with their foreign competitors is advantageous to the nation as a whole, because it encourages them to produce more food, to maintain, and possibly to increase, the arable area of the country, and—a factor of real importance in dealing with the problem of unemployment—to keep more workers on the land. The more of his produce the farmer is able to sell, and—within limits—the better the prices he can obtain for it, the better will these ends be served. It is not, of course, to be expected that the public will invariably buy British in preference to foreign goods, simply because they are British. On the other hand, if they can be assured that they are of better quality than the same class of goods imported from abroad, then—as has been shown by the improved trade in British eggs since poultry farmers have been able, if they wish, to take advantage of the National Mark scheme—they are ready not only to make a practice of buying home‐grown rather than foreign produce, but also to pay higher prices for it. There are therefore good grounds for the expectation that the demand for English wheat flour will be improved by the definition of national standards of quality and the marketing of supplies of standard qualities under distinctive marks. The scheme for the voluntary grading and marking of this flour was introduced on October 1. A Trade Committee has been appointed to consider applications for permission to use the mark—a silhouette map of England and Wales—and all the flour bearing this mark will be sold under three standard grades and guaranteed as to type, flavour, and keeping quality. The designations of the three grades are All‐English (Plain), All‐English (Self‐Raising), and All‐English (Yeoman). All three are defined as being sound, free from taint or objectionable flavour, of good keeping quality, and unbleached by artificial means. The first and third are further guaranteed to be free from all added chemical substances, though the second may contain such ingredients, or mixture of ingredients, as may be required (under certain definite regulations) to make the flour self‐raising. The scheme is open to millers and other packers of English wheat flour, and every registered packer must allow his premises and all equipment and records to be inspected at any reasonable time by any officer of the Ministry of Agriculture authorized for that purpose, besides complying with other regulations the general effect of which is to make it impossible for any flour bearing the National Mark to fall below the certified standard of its particular grade. Mr. Buxton was able to say that the scheme is already receiving excellent support from the millers, and all that is needed to give it the success which it deserves is that the public should co‐operate by letting the bakers know that graded all‐English flour is what they want and expect them to use. It is in their power to create a demand which will provide them with a pure food of the highest quality, and will at the same time do the British farmers a much‐needed good turn.
THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties…
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THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties. Anything that Mr. Jast has to say is said with originality even if the subject is not original; his quality has always been to give an independent and novel twist to almost everything he touches. We think our readers will find this to be so when he touches the important question of “The Library and Leisure.”
The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains…
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The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.
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Health scientists and urban planners have long been interested in the influence that the built environment has on the physical activities in which we engage, the environmental…
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Health scientists and urban planners have long been interested in the influence that the built environment has on the physical activities in which we engage, the environmental hazards we face, the kinds of amenities we enjoy, and the resulting impacts on our health. However, it is widely recognized that the extent of this influence, and the specific cause-and-effect relationships that exist, are still relatively unclear. Recent reviews highlight the need for more individual-level data on daily activities (especially physical activity) over long periods of time linked spatially to real-world characteristics of the built environment in diverse settings, along with a wide range of personal mediating variables. While capturing objective data on the built environment has benefited from wide-scale availability of detailed land use and transport network databases, the same cannot be said of human activity. A more diverse history of data collection methods exists for such activity and continues to evolve owing to a variety of quickly emerging wearable sensor technologies. At present, no “gold standard” method has emerged for assessing physical activity type and intensity under the real-world conditions of the built environment; in fact, most methods have barely been tested outside of the laboratory, and those that have tend to experience significant drops in accuracy and reliability. This paper provides a review of these diverse methods and emerging technologies, including biochemical, self-report, direct observation, passive motion detection, and integrated approaches. Based on this review and current needs, an integrated three-tiered methodology is proposed, including: (1) passive location tracking (e.g., using global positioning systems); (2) passive motion/biometric tracking (e.g., using accelerometers); and (3) limited self-reporting (e.g., using prompted recall diaries). Key development issues are highlighted, including the need for proper validation and automated activity-detection algorithms. The paper ends with a look at some of the key lessons learned and new opportunities that have emerged at the crossroads of urban studies and health sciences.
We do have a vision for a world in which people can walk to shops, school, friends' homes, or transit stations; in which they can mingle with their neighbors and admire trees, plants, and waterways; in which the air and water are clean; and in which there are parks and play areas for children, gathering spots for teens and the elderly, and convenient work and recreation places for the rest of us. (Frumkin, Frank, & Jackson, 2004, p. xvii)
This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but…
Abstract
This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but also in the academic context of international relations and comparative education.
The chapter highlights three dimensions which characterize the paradigm shift; namely, discourse on norms, diversifying actors, and the changed mode of communication and participation in the global consultation processes. The existing formal structure of the EFA global governance is based on multilateralism which recognizes sovereign nation-states, representing national interests, as the participants. However, such an assumption is eroding, given that there is a growing number of state and nonstate actors who influence decision-making not only through conventional formal channels, but also informally. Urging the revision of theories of multilateralism, the chapter introduces the attention given to nontraditional donors and horizontal networks of civil society actors in this volume.
The introduction also shows that that the widening basis of participation in the global consultation processes on post-EFA and advanced communication technology have changed the ways in which discourse is formulated. While the amount and the speed of exchanging information have been enhanced and different types of actors have been encouraged to take part, it also obliges scholars to adopt innovative methods of analyzing discourse formation.
The chapter also demonstrates the importance of the focus on the Asia-Pacific region, which is composed of diverse actors who often underscore Asian cultural roots in contrast to Western hegemony. By focusing on the discourse, actors, and the structure through which the consensus views on the post-EFA agenda were built, the volume attempts to untangle the nature of the post-EFA paradigm shift, at the global, Asia-Pacific regional, and national levels.
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Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of…
Abstract
Purpose
Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of teacher practice to address underachievement need to be considered within such a context and the purpose of the chapter is to undertake such an analysis.
Design/methodology/approach
Data from five different research projects (national and regional) of the author and colleagues, and two studies of the author’s doctoral students, are synthesized to identify both common and specific elements of primary/elementary (years 1–8, ages 5–13) teacher practice in writing. These data provide an indication of the practices which appear to be the most powerful levers for developing writing and for accelerating student progress in the context in which the teachers work. These practices are discussed.
Findings
The identified practices are: (1) acquiring and applying deep knowledge of your writers; (2) making connections with, and validating, relevant cultural and linguistic funds of knowledge; (3) aligning learning goals in writing with appropriately designed writing tasks and ensuring that students understand what they are learning and why; (4) providing quality feedback; (5) scaffolding self-regulation in writers; (6) differentiating instruction (while maintaining high expectations) and (7) providing targeted and direct instruction at the point of need. A discussion and a description of writing-specific instantiations of these help to illustrate their nature and the overlaps and interconnections.
Practical implications
As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.