Four Histories,One Nation? History teaching,nationhood and a British identity     

Robert Phillips  Paul Goalen  Alan McCully  Sydney Wood 《Compare》1999,29(2):153-169

This paper explores the relationship between history teaching and the construction of national identity. Drawing upon recent theoretical and historical work in the field, it provides a comparative analysis of important developments within the history curricula in England, Wales, Northern Ireland and Scotland, and also explains why history has become politicised in Britain over the past few decades. The paper speculates about the implications of these developments within history education by considering the capacity of history to influence pupils’ collective identity alongside other potentially more powerful factors.  相似文献   

无效宣告程序中权利要求合并若干问题思考     

李越  任曉蘭 《中国专利与商标》2010,101(2):27-40

合并式修改是专利权人在无效宣告程序中为维持其专利权有效采取的重要手段。本文分析探讨了无效宣告程序中的合并式修改方式引发的问题,并就合并式修改方式的制度设计以及《审查指南》相关规定的修改提出建议。  相似文献   

From Japanese otaku to Taiwanese zhainan: Understanding transcultural masculinity through a cultural term in Taiwan     

Hsin-I Sydney Yueh 《Journal of International and Intercultural Communication》2019,12(2):111-127

ABSTRACT

A borrowed neologism can serve as a cultural term to understand personhood, communication, and relationship in a given speech community. For example, loaned from the Japanese term otaku, the Mandarin term zhainan not only carries the original Japanese meanings, but also generates localized meanings about masculinity among Taiwan Mandarin speakers. Over 4000 entries containing the term zhainan in an online news database were analyzed, and seven types of masculine identities emerged, with three contradictory representations: criminal vs. victim, solitary vs. group, and real-life vs. parasocial relationships. Findings highlight the transcultural connections between Taiwan and other East Asian cultures.  相似文献   

From My Heart: Transforming Lives Through Values     

George Head 《Journal of moral education》2014,43(4):543-545

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Psychology in education: critical theory~practice     

Reader in Educational Psychology  Programme Director for Initial Training in Educational Psychology  Head of the Education Section Simon Gibbs 《Educational Psychology in Practice》2015,31(1):101-103

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Providing Time for School‐Based Curriculum Development   总被引：2，自引：1，他引：1  

Tony Evans Head of English 《School Leadership & Management》2013,33(2):109-116

This paper reports the evaluation of teacher appraisal in schools within one local education authority. The study is based on interviews conducted with 40 teachers during the period November 1993 to March 1994. These interviews paint a positive picture of teacher appraisal. The overwhelming majority of the teachers interviewed felt they had been well trained to take part in the appraisal process, and that their experience of appraisal had been positive and valuable. In general, their comments indicated that they were well satisfied with the processes and procedures that took place regarding the conduct of appraisal. At the same time, several teachers did remark on the time‐consuming nature of appraisal, and wondered whether the benefits of appraisal justified the costs involved.  相似文献   

Reviewing the English Teacher and the English Department: A Method of Individual and Departmental Assessment     

Peter Andrews Acting Head of English 《School Leadership & Management》2013,33(4):303-312

This article reviews the evidence on the way that schools and school systems find, share and use research in their work, with a particular focus on the role of school and district leaders in increasing the prominence and value of research in their work. It reviews the evidence on the ways in which practitioners in education find and use research and the role of organisation factors in promoting the use of research. The article concludes with a discussion of steps that school and district leaders could take to increase the profile of research in their organisations.  相似文献   

Broadcasting and Cable     

Sydney W. Head  Barcus  Stuart Hood 《Communication Booknotes Quarterly》2013,44(7):82-84

Sydney W. Head's Broadcasts in America: A Survey of Television and Radio (Boston: Houghton-Mifflin, 1976--- price not given but about $16.00)

Barcus, two studies of children's television program content

Stuart Hood's The Professions: Radio and Television (North Pomfret, Vt.: David and Charles, 1975---$9.95)

Televisions (Washington Community Video Center, P.O. Box 21068, Washington D.C. 20009---bimonthly/510 for individuals, $15 for institutions)

Cable Television: Promise versus Regulatory Performance (Washington: House Committee on Interstate and Foreign Commerce, Submommittee on Communications, Committee Print, January 1976---free on request to the Committee Clerk)

“Developing Legal Issues in Cable Communications,” The Catholic University of America Law Review 24:675-898 (Summer 1975)  相似文献   

Context and individualism: Critical issues for contextualist counsellors     

Sydney Carroll Thomas 《International journal for the advancement of counseling》1996,19(2):101-110

Constructivist and interactionist models have been heralded as part of a new contextualist trend for counselling. They were developed in reaction to traditional organismic agestage theories of development which neglected important environmental influences. This paper will show that these new approaches are limited in the same way that the earlier developmental theories are: that they absolve and discourage looking at destructive social circumstances and arrangements that lead to problems that get defined in individualistic terms. Thoughtful attention to the concepts of context and individualism is essential to establishing the criteria that a more adequate contextual theory must satisfy.  相似文献   

The Influence of Education and Family Background on Women's Earnings in Midlife: evidence from a British national birth cohort study     

Diana Kuh  Jenny Head  Rebecca Hardy  Michael Wadsworth 《British Journal of Sociology of Education》1997,18(3):385-405

Studies which have investigated the influence of education on adult earnings are almost exclusively concerned with men and take little account of family influences on either education or later earnings. Those studies which have information on women's earnings focus on gender differentials rather than differences between women in opportunities and outcomes. This paper which examines the influence of education and family background on the midlife earnings of a national cohort of British women born immediately after the Second World War is an attempt to redress this situation. It shows that the few women who were able to take full advantage of the expansion in educational opportunities and achieve high educational qualifications earned significantly more in adult life than less educated females. Family background played an important role, both through its effect on early educational achievement and attitude to school work, which in turn influenced the type of secondary school attended and the achievement of educational qualifications, and also by well‐educated mothers raising their daughter's career expectations or providing successful role models. In adult life, employment characteristics which indicated a long‐term commitment to full‐time work and the decision not to have children, or to delay childbearing, were also important predictors of later economic success in this cohort, but did not explain the prior effects of education and family background. Advanced educational qualifications were the key to economic success for women bom in the early post‐war period.  相似文献