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School effectiveness is a microtechnology of change. It is a relay device, which transfers macro policy into everyday processes and priorities in schools. It is part of the growing apparatus of performance evaluation. Change is brought about by a focus on the school as a site-based system to be managed. There has been corporate restructuring in response to the changing political economy of education. There are now new work regimes and radical changes in organizational cultures. Education, like other public services, is now characterized by a range of structural realignments, new relationships between purchasers and providers and new coalitions between management and politics. In this article, we will argue that the school effectiveness movement is an example of new managerialism in education. It is part of an ideological and technological process to industrialize educational productivity. That is to say, the emphasis on standards and standardization is evocative of production regimes drawn from industry. There is a belief that education, like other public services can be managed to ensure optimal outputs and zero defects in the educational product. 相似文献
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Falaq?Naz Smita?Jyoti Rahul Nishat?Akhtar Yasir?Hasan?SiddiqueEmail author 《Indian journal of clinical biochemistry : IJCB》2016,31(3):294-301
The continuous use of synthetic hormones as contraceptive pill or hormonal replacement therapy among women is increasing day by day. The widespread use of different formulations as oral contraceptives by women throughout their reproductive cycle has given rise to a serious concern for studying the effects of oral contraceptives on enzymatic profile and DNA damage in peripheral blood lymphocytes among users. The present study was carried out on women taking oral contraceptives. The study was based on the questionnaire having the information of reproductive history, fasting, age, health, nature of menstrual cycle, bleeding and other disease. The profile of the blood serum enzymes i.e. alkaline phosphatase (ALP), gamma glutamyl transferase (GGT), lactate dehydrogenase (LDH), aminotransferases (SGOT and SGPT), serum proteins (albumin and globulin) and DNA damage in lymphocytes was studied among users and non-users. The results of the present study suggest that OCs not only effects enzymatic activity but also results in DNA damage that may vary with the duration of using oral contraceptives. A significant increase in LDH, GGT, SGPT, SGOT, globulin and decrease in ALP as well as albumin was found among users as compared to non-users. The observed DNA damage was more in users as compared to non-users. Hormonal contraceptives seem to exert DNA damage and also have significant effects on blood serum enzymes. 相似文献
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Naz Rassool Viv Edwards Carole Bloch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):533-552
The quality of a country’s human-resource base can be said to determine its level of success in social and economic development. This study focuses on some?of the major human-resource development issues that surround the implementation of South Africa’s policy of multilingualism in education. It begins by discussing the relationship between knowledge, language, and human-resource, social and economic development within the global cultural economy. It then considers the situation in South Africa and, in particular, the implications of that country’s colonial and neo-colonial past for attempts to implement the new policy. Drawing on the linguistic-diversity-in-education debate in the United Kingdom of the past three decades, it assesses the first phase of an in-service teacher-education programme that was carried out at the Project for Alternative Education in South Africa (PRAESA) based at the University of Cape Town. The authors identify key short- and long-term issues related to knowledge exchange in education in multilingual societies, especially concerning the use of African languages as mediums for teaching and learning. 相似文献
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Naz Rassool 《British Journal of Sociology of Education》1993,14(3):227-244
Technology is changing not only our material reality, but also our social roles and power positions within the social structure. Whilst its increasingly widespread applications in industry, on the one hand, facilitate production processes they also contribute to the marginalisation and displacement of particular groups of people within the labour force (Sivanandan, 1989; Pollert, 1988). Thus, technology can “embody specific forms of power and authority” (Winner, 1986, p. 19). This article considers the view that Technology as a reconstituted subject in the National Curriculum in England and Wales functions to a large extent as a means of naturalising evolving work practices and specific worker awarenesses required within the technological production process. It also serves to legitimate real and symbolic differences created between the new ‘technical’ knowledge elites and the functionaries within the production process. The accommodation in the technology curriculum of new structural changes occurring within society can then be regarded as an attempt by the state to rationalise, in pupils’ consciousness, the basis of a reformulated capitalist economic order. 相似文献