Search results

The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue.

Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context.

First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA.

Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.

Within the past ten years Canada has experienced a renewed interest in its architectural past. Whether part of an international trend toward architectural conservation (witness European Architectural Heritage Year, 1976), or part of a general reappraisal of all things Canadian and the development of a sense of nationalism, or the realization, painful as it may be, that the character of the urban landscape is quickly losing its familiar character, this renewed interest in our architectural heritage has surfaced, and is manifesting its presence in many ways. To any who would doubt the existence of a Canadian architectural heritage, or would quarrel with its worth, one has only to turn to Alan Gowans' prefatory remarks to his Building Canada: An Architectural History of Canadian Life:

The review of food consumption elsewhere in this issue shows the broad pattern of food supplies in this country; what and how much we eat. Dietary habits are different to what they were before the last War, but there have been few real changes since the end of that War. Because of supplies and prices, shifts within commodity groups have occurred, e.g. carcase meat, bread, milk, but overall, the range of foods commonly eaten has remained stable. The rise of “convenience foods” in the twenty‐five year since the War is seen as a change in household needs and the increasing employment of women in industry and commerce, rather than a change in foods eaten or in consumer preference. Supplies available for consumption have remained fairly steady throughout the period, but if the main food sources, energy and nutrient content of the diet have not changed, changes in detail have begun to appear and the broad pattern of food is not quite so markedly stable as of yore.

This exhibition was primarily intended to show something of the variety of bibliographies and abstracting journals in the English language. It was not intended to be comprehensive; and although an effort was made to include the most authorative works in each field, in some cases the works shown could claim to be little more than representative.

Traces the term “library consortium” as a form of co‐operation among libraries. Focuses on reasons for forming consortia and types, ranging from highly decentralised to highly centralised. Literature on consortia is mostly reported in four sources. Highlights the formation of the International Association of Library Consortia in 1997. The current trend is one of sharing integrated library systems and computer databases, collection development, purchasing of electronic journals, and staff development. What has been achieved is the provision of resources to patrons that did not have them before the consortia, as well as increased levels of services and convenience of patrons. By libraries banding together, cost savings come through reduced cost per unit as the group of libraries in the consortium shares the expenditure.

The purpose of this paper is to introduce a historical development of public relations from its early days until 1970. The study aims to show that in the early stages of development public relations was closely linked with public opinion research.

A historical content analysis is used to establish a “story of identity” through a review of selected articles from Public Opinion Quarterly from 1937 to 1970.

A clear finding is that public relations was once an integral part of public opinion science but later changed its focus to the management field, interested in reaching different publics. From the very beginning public relations was a subject of academic interest.

This paper has a few limitations; one that stands out is that selected articles were analysed from only one journal, which does not offer the recent material (after 1970 and especially from the 1990s). At the end, the paper raises some questions, which should aid the discussion about the identity crisis of public relations discipline (and managerial function) in the postmodern era.

The paper attempts to cover the gap in an interactive relationship between two disciplines: communication studies and public relations. It contributes to the knowledge of historical development of public relations as an academic discipline.