An International Study in Competency Education: Postcards from Abroad

Acknowledging that national borders need not constrain our thinking, we have examined a selection of alternative academic cultures and, in some cases, specific schools, in search of solutions to common challenges we face when we consider reorganizing American schools. A wide range of interviews and e-mail exchanges with international researchers, government officials and school principals has informed this research, which was supplemented with a literature review scanning international reports and journal articles. Providing a comprehensive global inventory of competency-based education is not within the scope of this study, but we are confident that this is a representative sampling. The report that follows first reviews the definition of competency-based learning. A brief lesson in the international vocabulary of competency education is followed by a review of global trends that complement our own efforts to improve performance and increase equitable outcomes. Next, we share an overview of competency education against a backdrop of global education trends (as seen in the international PISA exams), before embarking on an abbreviated world tour. We pause in Finland, British Columbia (Canada), New Zealand and Scotland, with interludes in Sweden, England, Singapore and Shanghai, all of which have embraced practices that can inform the further development of competency education in the United States

Oat variety characteristics for suppressing weeds

Oats are a valuable food source and useful in the crop rotation both in organic and conventional farming systems, partly because of their excellent weed suppression ability. Thomas Döring, Louisa Winkler and Nick Fradgley report new results that show how plant breeding can make oats even better

Word searches: on the use of verbal and non-verbal resources during classroom talk

Word finding difficulties in children are typically characterised by search behaviours such as silence, circumlocution, repetition and empty words. Yet, how children’s word searches are constructed (including gesture, gaze and prosody) and the actions accomplished during interaction have not yet been researched. In this study, eightyear- old Ciara is interacting with her teacher in the classroom. 37 segments containing word searches were analysed according to the procedures used by conversation analysts. Ciara’s interactional resources include co-ordinated deployment of syntax, pitch height and downward gaze during solitary searching that assist the enterprise of self-repair. Gaze shift towards the teacher signals a transition relevance place, thus constituting a direct invitation for her to participate in the search. Ciara’s interactional resources include semantic category labelling, phonological self-cuing and pronominal substitution that supply valuable linguistic information to the teacher and trigger production of the searched-for item. Recommendations for language teaching and therapy are presented

Encouraging participation or restraining teasing? : Teacher responses to uninvited students' answers

Peer reviewe

Who move to rural areas? Micro Evidence from Finland

This study uses a large individual-level dataset to investigate rural in-migration. Two separate samples are used: one consists of migrants and non-migrants, while the other contains only migrants. Empirical analyses are carried out using multinomial logit and logit models. First, rural in-migrants and non-migrants are compared. The results show that in-migration to rural areas is selective, but partly in an atypical way. The age profile of rural in-migrants is unusual, as the probability of migration increases with age. Furthermore, a typical rural in-migrant is a pensioner and has a smaller than average income. It is also notable that, with respect to educational level or family relations, rural in-migrants do not differ from non-migrants. Space and related housing factors seem to be of importance in rural in-migration decisions. The study also examines differences between rural in-migrants and other migrants. In general, those moving to rural areas are older, have a lower educational level and a smaller income. Pensioners, couples and families with children are also more likely move to rural regions. However, differences emerge in relation to the distance of migration: short distance rural in-migrants are more likely to be couples with young children, while long distance rural in-migrants are more often pensioners and return-migrants.

Trade development strategy, regional economic development and cooperation: The case of the Murmansk region, Russia

The purpose of the article is to explore the concept of a trade development strategy and to identify its impact on cross-border trade and cooperation. The case focuses on the Murmansk region and cross-border trade with Finland. This study is designed as a qualitative, single-case, embedded study. Primary data collection was executed by means of a survey and semi-structured interviews. The acquired data were analyzed by developing a case description. In this study trade development strategy is understood from the practice theory perspective and is defined as a set of strategic activities initiated by formal and informal institutions. The concept of a trade development strategy includes activities related to (1) intelligent growth, (2) trade promotion, (3) infrastructure development, and (4) support for market access and international trade cooperation. This study reveals that the absence of a thoroughly devised international trade´development strategy in the Murmansk region does not allow for the streamlining of strategizing activities related to trade development; therefore the activities tend to be uncoordinated and unbalanced

Down's Syndrome: cost, quality and value of life

Routine prenatal screening is based on the assumption that it is reasonable for prospective parents to choose to prevent a life with Down's syndrome. This paper questions whether Down's syndrome necessarily involves the costs, limitations and suffering which are assumed in the prenatal literature, and examines the lack of evidence about the value and quality of life with Down's syndrome. Tensions between the aims of prenatal screening policies to support women's personal choices, prevent distress, and reduce the suffering and costs of disability, versus the inadvertent effects of screening which can undermine these aims, are considered. Strengths and weaknesses in medically and socially based models of research about disability, and their validity and reliability are reviewed. From exploratory qualitative research with 40 adults who have congenital conditions which are tested for prenatally, interviews with five adults with Down's syndrome are reported. Interviewees discuss their relationships, education and employment, leisure interests, hopes, aspects of themselves and of society they would like to change, and their views on prenatal screening. They show how some people with Down's syndrome live creative, rewarding and fairly independent lives, and are not inevitably non-contributing dependents. Like the other 35 interviewees, they illustrate the importance of social supports, and their problems with excluding attitudes and barriers. Much more social research with people who have congenital conditions is required, if prenatal screening policies and counselling are to be evidence based