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The following 11 papers, on a variety of topics, were given at the 1990 meeting of the American Journalism Historians' Association: (1) "They Hang Editors Don't They?: Free Speech and Free Press Issues in the Haymarket Case, 1886" (Nathaniel Hong); (2) "G. K. Chesterton and the British Press, 1911-1933" (Dean Rapp); (3) "Trial by Newspaper in Nineteenth-Century England" (Judith Knelman); (4) "The Halftone and Magazine Reproduction in the United States: From 1880-1900" (Christopher R. Harris); (5) "'...A Beautiful Gesture That Is Perfectly Meaningless...' The ASNE Debate over Teeth in Its Code of Ethics, 1923-1932" (Alf Pratte); (6) "'...To Leave This Beggarly Profession': A Study of Lawyers in Journalism" (Elise D. Nordquist); (7) "The 'New England Courant': Voice of Anglicanism" (Wm. David Sloan); (8) "'Protect the Laborer': Henry Demarest Lloyd and Gilded Age Labor Reporting, 1878-1902" (Richard Digby-Junger); (9) "Science and Sin: The Debate over Prize Fighting in Three Antebellum New York City Newspapers" (Dennis Gildea); (10) "'Hojas Volantes': The Beginning of Print Journalism in the Americas" (Victoria Goff); and (11) "An Inside View of the Immigrant Press: Press Criticism by Two Swedish-American Editors" (Ulf Jonas Bjork). (SR)

This document presents information on programs in all areas of study, with the exception of education, teacher training and health programs, offered at 38 British higher education institutions, including the University of Cambridge, Leeds, Oxford, York and the Open University. The document covers undergraduate, graduate and post-graduate certificate/diploma programs. Information provided is by program within each university and includes entry requirements, course duration, subjects of study, and the nature of the assessment. A list of acronyms and abbreviations is included. (LPT)

Designed to disseminate information to the post-school sector of United Kingdom education, this directory provides information on 50 microcomputer software packages developed by the Microelectronics Education Program (MEP) and available through educational publishers. Subject areas represented include accountancy, biology, business education, chemistry, careers, design technology, economics, food studies, general studies, geography, health science, home economics, mathematics, numeracy, physics, sciences, social studies, technician courses, vocational preparation, and work experience. For each subject area, information provided includes titles, content descriptions, suitability for individual or group work, learning materials forming the package, source/publisher, and technical specifications for microcomputer hardware. (Author/LMM)

This document contains three papers from a symposium on the past, present, and future of human resource development (HRD). "Revisiting the New Deal: A Longitudinal Case Study" (Judy Pate, Graeme Martin, Jim McGoldrick) draws upon data from a longitudinal case study of the links between job security and HRD to examine the new psychological contract between employers and employees in the context of changing economic circumstances. "R. Wayne Pace, First President of the Academy of Human Resource Development: An Historical Perspective" (Heather Hanson, Gary N. McLean) uses information from original documents, a historical video, and electronic conversations with R. Wayne Pace, first president of the Academy of Human Resource Development, and six of his colleagues to provide a brief history of Pace's activities as a leader in school, church, and the field of HRD, with special attention to his eclectic background in organizational communication and HRD. "HRD: A Perspective on the Search for New Paradigms in a Time of Crisis" (Ross E. Azevedo, Gary N. McLean) uses Kuhn's and Nagel's frameworks to explore the death of a mixed paradigm for HRD and proposes 18 activities to help identify new paradigms for the field of HRD. All three papers include substantial bibliographies. (MN)

A historical overview of the development of the British middle school system is presented in this paper, with a focus on the impact of the national curriculum established by the Education Reform Act of 1988. Based on field observation, information is presented on curriculum, the role of head teachers and faculty, parental involvement, and student activities and assessment. Outstanding characteristics of the British middle school system include a grading system that amounts to a dialogue among teachers, students, and parents and the use of thematic teaching. Negative factors include the adverse effects of the national curriculum, visible in the emphasis on "parents as consumers" of education and the importance given to the meeting of various attainment targets, a new funding formula, and local school management which requires educators to assume many of the functions of business managers or accountants. Special focus is given to potential problems that may develop unless an equitable funding plan is developed. Appendices contain information on school assembly activities, discipline, thematic topics, and science class instruction. (22 references) (LMI)

For the past three decades, the United Kingdom (UK) has been searching for the best methods of providing computer literacy and competence for elementary and secondary pupils. Initially, schools developed computer studies as a separate area of study instead of promoting the use of computers across the curriculum, an approach supported by the Micro-electronics Education Programme (MEP). The debate between these two approaches involved parents, pupils, and employers as well as MEP experts and inservice teacher educators. In 1987, upon realizing that the bulk of information technology resources in schools had been used only for students 16 years or older who were taking General Certificate of Secondary Education (GCSE) classes, the National Curriculum demanded an information technology dimension in each of the core subjects and a cross-curricular approach to information technology competence. Despite the good intentions of such educational changes, it remains to be seen if this new strategy can succeed in its aim to make information technology competence a natural part of every pupil's repertoire. (22 references) (DB)

Forest kindergartens are a new idea in the United States but have been around in Germany, Norway, and other European countries for decades. Forest "kindergartens" are preschools for children ages 3-6 and focus on being outdoors and learning through interacting with nature. Instead of building with blocks or doing puzzles at a table indoors, children are outdoors for the majority of the day in all kinds of weather, working cooperatively to build a dam across a stream, for example, or making forts with sticks and leaves, or looking at bugs. The normal activities that make up a school day at a traditional preschool--circle time, song time, snack and lunch--are still a part of the forest kindergarten, but those things are accomplished outdoors. Because full-time forest kindergartens are a new concept in this country, there is little formal research available into their effects on childhood development. In addition, though there are a few curriculum guidelines available from programs in Great Britain and Germany, there is no set curriculum or structure. The purpose of this paper is to develop a set of best practices for a new California-based forest kindergarten program with the goal of opening one of these types of schools in the Bay Area in five years. Three appendices present: (1) Licensing; (2) Memorable quotes about children in nature; and (3) Partial list of US-based nature preschools.

In 2009 Australia's vocational education and training (VET) system, in common with so many other areas of public policy and the economy, was preoccupied by the effects of the global economic downturn and, like other sectors, sought to reposition itself to deal with the economic fallout, while anticipating its role in the recovery. Yet, as individuals look back over the year and review the National Centre for Vocational Education Research's (NCVER's) publications, many written before the financial crisis, they can see that the dominant issues are tenacious, whatever the economic climate. Fundamentally, they revolve around the role of VET in meeting skill needs, the quality of training and the costs of providing it, as well as the connection between skills, productivity and social wellbeing. Highlights from the work produced by NCVER staff or commissioned from external researchers are presented. This essay is structured around the five themes NCVER uses to organise its work, although using these themes for this purpose does not constitute a perfect classification tool, since much of the research tackles more than one theme. Where this is the case, the location of the report summary in this compilation is cross-referenced. In all, there were 42 reports and eight conference papers published. An author index is included. [For the "Research Messages, 2008", see ED504322.]

This bibliography was compiled for the 2006 Summer Institute at The Centre for Literacy-"Accountability and Public Trust: Restoring the Balance." The selections include lectures, research studies, policy papers, and government documents that describe and analyze recent concepts of accountability in the context of government funding in the non-profit sector in several countries. They look at issues of assessment and accountability in the broad field of education and more narrowly in the fields of adult literacy and adult basic education. Each section has been arranged in chronological order to reflect the evolution of ideas over the past two decades. Although far from exhaustive, the selected entries offer a set of essential readings on the topic and a point of entry for further research. The references, from Canada and a number of other countries, including the United States, the United Kingdom, Australia, and New Zealand, show the experience of accountability in the different countries to be remarkably similar. Put together, the references and annotations also form a narrative. Research for this bibliography included thorough searches of: the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL); the Literacy Information and Communication System (LINCS) database; National Center for the Study of Adult Learning and Literacy (NCSALL); the Education Resources Information Center (ERIC); The Centre for Literacy resource collection; and the web sites of numerous national/international agencies with an acknowledged stake in literacy and lifelong learning. Further recommendations were contributed by participants at the Summer Institute. An Author/Editor Index and a Title Index are included.

This bibliography was compiled for The Centre for Literacy's 2004 Summer Institute: "Adult Basic Education: Impact of Policy on Practice: International Perspectives". The references and annotations point to relevant research studies, advocacy papers, and government documents that describe and discuss the role that policy plays in shaping program-level structures and practices in the adult literacy and basic education sector in Canada, and internationally. This list is not exhaustive, but represents a core set of essential readings on the topic and offers a solid starting point for more in-depth research. Research for this bibliography involved thorough searches of: The Centre for Literacy resource collection; the Education Resources Information Center (ERIC); the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL) "LINCS" database; and numerous national and provincial government and organizational web sites. All sources of information appear in the annotated list of web sites. Search terms included: adult basic education; adult education; adult literacy; educational policy; lifelong learning; literacy policy; policy formation. The annotations are abridged or edited versions of existing author or ERIC abstracts, though where no abstract was available, one was written. The original source of all annotations is identified in square brackets.

This reprinted paper was originally published in 1981 and addresses issues of classification of children with disabilities in the United Kingdom. It considers several "within-child" and several interactive models in special education and concludes by encouraging the stating of children's special educational needs rather than classification and labeling by disability, a change put into effect and now being reconsidered. (Contains 7 references.) (Author/DB)

This paper discusses the career of Henry Evelyn Bliss, founder of the Bibliographic Classification, which is currently being revised. Dissatisfied with the current classification systems, Bliss devised his own, which was based on a main class order that provided for collocation of related classes. Although not currently used in the United States, the Bibliographic Classification continues to be utilized by approximately 50 libraries in the United Kingdom. Advantages and criticisms are presented for Bliss's system, which is often praised in library science textbooks, yet seldom used as the trend in libraries has been to either the Dewey Decimal or the Library of Congress classification systems. (Contains 24 references.) (Author)

The Commissioner of Education's introduction in volume 1 provides data and discussion on school and college total enrollment, common schools, average schooling amount per U.S. inhabitant, British India's public schools, truant schools, Puerto Rican schools, U.S. educational extension, sociology and education at the Paris Exposition, introduction of reindeer into Alaska, city school systems, higher education, law student increase, land-grant colleges, secondary schools, education of the colored race, and education in Central Europe, Great Britain, the Philippines, Cuba, Hawaii, and Samoa. The introduction lists letter topics received by the office in 1900.Subsequent chapters cover British India's public schools; boys' secondary schools in England; general information on truant schools, statements on truant schools in various cities, laws on the disposition of truants and incorrigibles in 17 states, discussion of British reformatories and allied institutions and expanded coverage of Puerto Rican education. Chapter V, on U.S. educational extension, addresses lyceums, university extension, Chautauqua, summer schools, cities and popular education, arts and music for the people, travel and pilgrimage as educational extension, the idea of a national university, the Smithsonian Institution, the Library of Congress, museum extension, higher commercial schools, and newspapers as popular educators. A chapter on common school organization and development from 1830 to 1860 covers the South Central and South Atlantic states. Papers from the 1900 Department of Superintendence meeting in Chicago are presented in chapter VII, including papers on education status at the turn of the century, and on alcohol physiology and superintendence with a discussion paper on that subject. The next chapter covers schoolteachers' role in the struggle against alcoholism, while chapter XXI, the last chapter, discusses temperance physiology. Chapters X, XI, and XII concern college students' adjustment to professional courses, justification for public high schools, and free rural high schools. The National Educational Association committee report on relationship between public libraries and public schools is found in chapter XIII. This includes sections on establishing village libraries, rural and small village libraries, small-library cataloging hints, the librarian's spirit and methods working with schools, certain typical libraries, and schoolroom libraries. Final chapters cover Central European education; public playgrounds and vacation schools; the Old South lectures and leaflets; statistics on public, society, and school libraries; British and Irish education; U.S. education periodicals, and a directory of chief state school officers, city superintendents, college presidents, and normal school principals. [For volume 2, see ED622192.]

As another year is approaching, the time seems appropriate to look back and reflect on all the things that have been done, and more importantly learned during 2014. Along the same lines, and in order to offer further food for thought, the IBE is happy to share with you its latest Thematic alert on the topic of assessment in education. More specifically, the IBE has compiled this list of resources on educational assessment to assist curriculum developers, researchers and practitioners. The first section focuses on assessment for learning, followed by assessment of learning. Other sections include guides and tools, and reports and studies. The Links section provides the URLs for programmes such as: PISA, TIMSS, etc. where their numerous papers and reports may be consulted. Most of the publications and documents are freely accessible online.

The race between Mary Decker and Zola Budd, a head to head confrontation in the 1985 Olympic Games, is examined within the broader context of the transformation taking place in sports as a result of the combined efforts of television and the economic forces of sponsorship. Athletics is going through this process of transformation both economically and culturally, with a complex connection between the two levels. Athletics has always had a star system, undercover payments, and promoters anxious to organize head-to-head clashes to attract crowds. Now the television audience has to be attracted with a form of entertainment different from live spectator entertainment. The matchmaking role, which has become crucial between the economic and cultural levels, is linked most closely to the emergence of stars and the establishment around them of rivalries, dramas, and narratives. More promoters and more sponsors will continue to pressure the small number of global stars available as television continues the attempt to reproduce audience-attracting uncertainty, while ensuring a high and consistent quality of entertainment. The athletic authorities will continue the struggle to manage the free market forces they have unleashed, and more head-to-head confrontations will have to happen. A glossary is appended. (62 notes and references) (CGD)

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

The educational movements that have been taking place in Great Britain during the past two or three years have aroused widespread interest among teachers and publicists in this country. This report is an attempt to analyze these movements and to indicate their significance in the broader movement for reconstruction. The educational reforms that have already been introduced and the developments that are promised for the future are not merely the result of an emotional reaction induced by the war. Their meaning will be entirely lost unless their position in the wider program is realized. The present report aims accordingly to give in broad outline the general features of the developments of the past few years. It makes no attempt to deal exhaustively with the course of educational spotlight or progress during this time. In many cases, this would be impossible. The influences of the war on education have not yet spent themselves and to that extent it has not been deemed wise to deal with certain topics that will bear fruitful study at a later date. This paper deals with the course of education and school medical inspection during the past few years, with the proposals for the reform of secondary education, with the various Government reports on different branches of education, and finally with the developments that led up to the passage of the education act in England and the significance of the act itself. A similar but briefer account is given of educational conditions in Scotland. Ireland is included although her educational system is unlike those of England and Wales or Scotland. Contents include: (1) Introduction; (2) England: The schools during the war; (3) Medical inspection of schools; (4) Education of working boys and girls; (5) Secondary education during the war; (6) The position of science in the educational system; (7) Position of modern languages; (8) Tendencies in secondary education; (9) Salaries and pensions; (10) Adult education; (11) Educational reconstruction and public opinion; (12) Education Act, 1918; (13) Scotland: The schools during the war; (14) Teacher's salaries; (15) The reform of education; and (16) The Scottish education bill. [Best copy available has been provided.]

This dictionary of higher education provides definitions of terms, organizations, abbreviations, and concepts specifically relevant to further and higher education in the United Kingdom. "Further education" is defined as below degree level education for students over age 16 and is often vocational. The dictionary also provides explanations of educational policies, initiatives, reports, papers, and legislation, along with the Association of University Teachers' position on various education-related issues. (MDM)

Finds that, as a task, technical communication has not changed at all in the United Kingdom and Europe, and that, as a professional occupation, it has evolved slowly. Suggests that, as a procedure, however, technical communication has changed dramatically, mostly because electrical and electronic equipment has made life easier for technical communicators. (PA)

Contains 18 articles published in International Labour Review from 1921-1975 that discuss the International Labour Organisation, international labor movement and law, economics and the labor market, family security, full employment, population growth, industrial welfare, trade policy and employment growth, and income expectations and rural-urban migration. The last article gives a retrospective and a future view. (SK)

This paper identifies major shifts in advertising and marketing addressed to the female audience between 1940 and 1980 in terms of women's labor, lifestyle, and leisure, and analyzes various popular and publicized conceptualizations of female identity and feminism from the point of view of business and marketers. The first period is identified as 1940 to 1950, which was characterized by a major shift in the workforce immediately following the war with the displacement of "Rosie the Riveter," and the subsequent shift from the "womanpower campaigns" to campaigns on domesticity and rigidly defined marital and motherhood roles. Another shift in the popular conceptualization of female identify occurring with the rise of the "women's liberation movement" in the early 1970s and the new markets which emerged during this period are also discussed. Three major topics are addressed: (1) Marxism Is Marketing Theory's Target Segmentation and Vice Versa, which includes women's role in the process of reproducing the means of production, the connection between capitalism and women's oppression, and how the interests of the patriarchal ruling class are maintained as the dominant ideology; (2) Marketing, the Market and the Social Subject, which analyzes the interaction between the advertiser and marketer and the viewer/audience/consumer in terms of full social exchange; and (3) I am Woman, I Am Market Segment, which discusses a tripartite, "segmented" model of identity as applied to the female audience from the standpoint of its importance to Marxist theorists, who are interested in achieving social change void of oppression, and to marketers, who need to objectify attitudes toward the stabilization or destabilization of society. Appendixes include lists of organizations affecting advertising and marketing; a list of laws affecting advertising in the United States; and a list of laws affecting advertising in the United Kingdom. (138 references) (CGD)

This paper offers a platform for reappraising British television during the period of 1950-1960 by identifying the inaccuracy and bias of three firmly entrenched assumptions that dominated the history of British television between the publication of the Beveridge Report (1951) and the Pilkington Report (1962): (1) British television in the period 1936-1955 was based on the model of public service broadcasting constructed by John Reith for the BBC (British Broadcasting Corporation) radio; (2) the introduction of Independent Television in 1955 broke with the public service broadcasting tradition by introducing programs and programming techniques derived from American sources; and (3) Independent Television's popularist bias represented a substantial threat to the cultural and moral fabric of British society. Analyses of these assumptions trace their origins and evolution, and provide an alternative reading of the evidence to expose their inherent weaknesses and inconsistencies. (18 notes and references) (CGD)

This overview of the use of computers in education begins by tracing the history of the development of computer programs for instruction in three developed countries, the United States, the United Kingdom, and France. Significant research and programs, general trends, the current situation, plans, and problems in each of the countries are discussed, including statistics on the number of schools with computers, student usage, and the costs of programs. Ways in which computers have been introduced in schools in these countries are compared and differences in the strategies used are discussed. A more general discussion of the situation in other developed countries covers problems with hardware, software, teacher training, and evaluation of the effectiveness of computers for improving the educational process. A discussion of the use of computers in developing countries addresses similar problems in different cultural environments and educational systems. Policies and strategies for introducing computers in education at any level are also discussed, including policies for professional training, use of computers in schools, hardware, software, teacher training, and research. It is concluded that, although there is a definite danger of increasing the gap in level and quality of education between those countries that make massive use of computers in education and those that do not, the appropriate use of computers in developing countries can be a way of decreasing the gap. Of the seven sources listed in the bibliography, one is in English, one in Spanish, and five are in French. (MES)