Unstable Space: Mapping the Antarctic for Children in “Heroic Era” Antarctic Literature     

Sinead Moriarty 《Children‘s Literature in Education》2017,48(1):56-72

This article examines the Antarctic landscape as one of the last places in the world to be explored and mapped, and as one of the most changeable landscapes in the world. The mapping exercises involved in the early, heroic-era Antarctic expeditions, helped to reduce a once mysterious and unknown landscape into a known entity, something that could be contained and restrained through visual representation. These maps focus on the limits of landscape, on the outer edges and the upper peaks and so mapping minimises and places limits upon landscapes, creating an image of the landscape which is static, re-presented for human consumption. The article will, therefore, look at the use of maps in a cross-section of six heroic-era Antarctic non-fiction narratives for children written within the last twenty years, and which recount the early Antarctic expeditions, recreating and re-presenting heroic-era maps as a means of enforcing stasis on this dynamic landscape. The children’s stories, such as Michael McCurdy’s Trapped by the Ice! (1997), Meredith Hooper’s Race to the Pole (2002), and Dowdeswell, Dowdeswell & Seddon’s Scott of the Antarctic (2012), show that the stultifying effect of maps is exacerbated in the children’s heroic-era narratives as they seek to fix the landscape geographically, as well as temporally, in the early twentieth century. The article will examine the way in which the maps in the modern retellings of heroic-era narratives seek to undermine the mutable nature of the Antarctic in order to present the child reader with an image of the continent, which is dominated by stasis.  相似文献   

Australia's programme of educational assistance to developing countries: The place of basic education     

Anne Byrne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):455-468

Australia's programme of educational assistance to developing countries is devoted overwhelmingly to higher education, which accounts for over three quarters of the country's assistance to the educational sector. This article considers the rationale for this and shows that Australia's policy in this area is driven primarily by commercial considerations. The country's educational assistance to the Pacific Island Countries serves to illustrate this point. The author advocates increased assistance to programmes of basic education. She argues that a focus on basic education has greater relevance to developing countries, and that there is a need to rethink Australia's priorities in allocating educational assistance.

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Zusammenfassung Australiens Programm über Bildungshilfen für Entwicklungsländer konzentriert sich im wesentlichen auf die höhere Bildung, für die mehr als drei Viertel der Hilfestellung des Landes auf dem Bildungssektor aufgewendet wird. Dieser Artikel untersucht die Gründe dafür und zeigt auf, daß Australiens Politik zu diesem Thema hauptsächlich von kommerziellen Interessen gesteuert wird. Hilfeleistungen für die pazifischen Inseln im Bildungsbereich verdeutlichen dieses Argument. Die Autorin befürwortet ein gesteigertes Interesse an Grundbildungsprogrammen. Sie argumentiert, daß eine Schwerpunktsetzung auf die Grundbildung für Entwicklungsländer von größerem Nutzen sei, und daß Australiens Prioritäten bei der Zuweisung von Bildungshilfen zu überdenken seien.

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Résumé Le programme australien d'assistance pédagogique aux pays en voie de développement est réservé pour une part considérable à l'éducation supérieure, celleci représentant plus des trois quarts de la coopération pédagogique de ce pays. L'article en analyse la raison d'être et démontre que la politique australienne dans ce domaine est animée en premier lieu par des considérations commerciales, à l'appui de l'exemple fourni par l'assistance pédagogique dans les Iles du Pacifique. L'auteur plaide pour un soutien qui s'orienterait bien davantage sur les programmes d'éducation de base. Elle argumente que les pays en voie de développement ont un besoin primordial en éducation de base, et que l'Australie doit donc réviser ses priorités en matière de coopération pédagogique.

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The views expressed in this article are those of the author rather than of any organization for which the author has worked.  相似文献   

Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy     

Meg White  Corine Meredith Brown  Laurel L. Byrne  Lorraine C. Ricchezza 《The Educational forum》2017,81(1):18-34

To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.  相似文献   

Reflections on professional education and practice across sectors     

Paul Conway  Aisling Leavy  Emer Smyth  Maeve O’Brien  Aidan Seery  Delma Byrne 《Irish Educational Studies》2013,32(4):303-305

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Education undergraduates and ICT‐enhanced academic dishonesty: A moral panic?     

Kevin Byrne  John Trushell 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):6-19

This paper reports an illuminative small‐scale study that trialled a survey instrument with 55 final‐year undergraduates categorised by age. The survey investigated students' use of information and communication technologies (ICT), including the Internet, and students' engagement in lecturer impressing strategies and cheating behaviours such as plagiarism. The study disclosed differences in ICT usage by age, but these differences did not achieve significance. The study disclosed also that 0.27 of the sample had reported a single instance of cheating behaviours while 0.2 of the sample had reported multiple instances of cheating behaviours. Analyses of data discerned no significant correlations between these cheating behaviours and age or ICT capability, but significant negative correlations were found between cheating behaviours and engagement in certain Internet activities. Inferences are tentatively drawn for further research and for academic practices.  相似文献   

Sport,Culture and Society: Approaches,Methods and Perspectives     

Helena Byrne 《国际体育史杂志》2013,30(15):1696-1697

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The Association between Students’ Evaluation of Teaching and Grades     

Peter Hoefer  Jack Yurkiewicz  John C. Byrne 《Decision Sciences Journal of Innovative Education》2012,10(3):447-459

The results of a student evaluation of teaching instrument are analyzed for a semester of classes at a large collegiate business school, at both the graduate and undergraduate academic level. In particular, we concentrate on the relationship between responses to the instrument and student grades. The results show interesting differences, suggesting dissimilarities, especially for gender, academic level, and field. Our research suggests that academic administrators and others need be cautious when they use such data in evaluating teaching.  相似文献   

Optimizing your association's revenue through Internet advertising     

James A. Byrne 《Learned Publishing》1998,11(1):17-22

This article outlines the Internet advertising experiences of ACS Publications. It describes how ACS Publications has successfully designed a group of Websites that have increased total advertising revenue for the American Chemical Society. Detailed accounts of each ACS Website, advertising strategy, and Website development are all discussed in this article.  相似文献   

The provision of technical education in the city of cork, 1850 ‐ 1920     

Kieran R. Byrne 《Irish Educational Studies》2013,32(2):243-260

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The effects of specialized training on caregivers and children in early-years settings: An evaluation of the foundation course in playgroup practice     

Sinead Rhodes  Eilis Hennessy 《Early childhood research quarterly》2000,15(4):559

This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times.  相似文献