The new millennium finds UK museums confronting change in their markets and a new political environment.
Recent research has shown that the museum market is static. Sustainability may be difficult for many, with only those that are small and run by volunteers escaping financial difficulties. Alongside these market factors, and following the election of the Labour government, museums are being expected to confront new challenges. While much government policy continues the thrust of the previous administration ‐ especially the focus on the national museums and galleries ‐ there have been some distinctive shifts, especially in respect of admission charges. Besides devolution to Scotland, Wales and Northern Ireland, an increasingly important English regional agenda has developed, in which museums are expected to play a significant role.
Other influences have also had a considerable impact, such as the advent of Best Value, which requires museums funded by local councils to demonstrate their efficiency and effectiveness, and the National Lottery's significant investment in museum capital projects. While this has created some exciting new projects, it has also added to museums’ running costs at a time when market conditions are difficult. Additionally, limited opportunities for employees to progress and develop, and uncompetitive pay, make museums an unattractive career choice, thereby depriving them of the talent that will be needed to meet the public's changing needs.
All these issues provide a reason for central government to understand better the issues faced by the museum sector as a whole, and regional museums and galleries in particular. Without such national guidance, and opportunities for strategic change and rationalisation, museums may close in a disordered way, and their collections lost. In this way, the legacy of this generation to the next may be in danger. 相似文献
This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored. 相似文献
There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. 相似文献
Various spatial metaphors related to cyberspace suffer from two major deficiencies. First, they do not take into account that cyberspace is not a preexistent territory, but an entity that emerges in the process of its development. Second, cyberspace is not a metric space, so that most of the ready-made constructs, like the topologic spaces, cannot be of much use. An interpretation of Blake's works helps one to understand that cyberspace is not a purely spatial entity; it also involves time, but not in the sense of Einstein's special relativity theory. The cyber space-time continuum is not a void waiting to be filled, but an aggregation of places (sites) that, similarly to Blake's plates, are multimedia architectures resulting from the blend of space and time. 相似文献
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds. 相似文献
Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well-being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well-being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well-being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self-esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self-esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well-being did not differ by race/ethnicity. The findings provide an important first step in re-thinking and re-examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed. 相似文献
