Transition Planning for Secondary LD Students

Despite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation

Andrew McKim.

R-C of A. McKim. 19 July. HR 781,30-1, v4, 1p. [527] Indian wars of 1791-92

‘If your daughters are inclined to love reading, do not check their Inclination'

This paper examines attitudes to the education of children in elite families in eighteenth-century Scotland revealed in various letters, private papers, and memoirs. It takes as its starting point Lady Mary Wortley Montagu’s famous advice to her daughter, Mary Stuart, Countess of Bute (1718-1794), on the education of her granddaughters. Lady Louisa Stuart, one of those six granddaughters, went on to become a writer as well as an avid reader, and later recalled the childhood pleasures of reading books from her grandmother’s vast library. Provision for the education of her daughters and grandchildren, at home and abroad, can also be traced in some detail in the meticulous Household Book and notebooks kept by Lady Grisell Baillie (1665-1746). Her daughter Griseld, Lady Murray (1693-1759), later commemorated her famous mother’s commitment to education. Attitudes to reading, learning languages and education through travel to Europe can be traced in the private papers of these families, and in the views of the children who went on to express their appreciation in memoirs and biographies published in honour of their mothers and grandmothers

War of words: Daniel Defoe and the 1707 Union

The Union of Scotland and England on 1 May 1707 was – and for some still is – undoubtedly contentious. This essay takes a close look at the language Defoe employed in his History of the Union, the language of persuasion, and perhaps also of propaganda, and in particular at some of the rhetorical figures and strategies he had refined as a journalist and pamphleteer. Some of the language he used provoked a small pamphlet war, in which his very words were flung back at him. In the second part of this essay I consider how Defoe handled outstanding Scottish historical grievances at the time of the Union, by examining his account of one of the most contentious political issues of the day, the Darien disaster, before offering some conclusions about the insights afforded by such a historical linguistic analysis

Physical education in primary schools: holding on to the past or heading for a different future?

This paper reports on research undertaken by Pétrie, jones, and McKlm (2007)' during 2006, as part of a Ministry of Education funded evaluation ofthe Impacts of professional learning on currlcular and co-currlcular physical activity. While the evaluative research explored physical activity In the broadest sense, this paper concentrates specifically on the aspect ofthe research that focussed on physical education [PEj as a curriculum subject. The paper provides a snapshot of how PE ¡s understood and practised by generallst teachers In ten primary schools. It then identifies some of the factors that contribute to interpretations and delivery of PE, and Issues that need to be addressed If PE is to move beyond the past and towards an alternative future

BITING OFF MORE MAN ONE CAN CHEW: A RECENT TREND IN THE INTERPRETATION OF JUVENAL'S 15TH SATIRE

In his discussion of Juvenal's 15th Satire, entitled "Philosophers and Cannibals", Richard McKim (1986:58) observes that the poem "has traditionally been an object of distaste and neglect".1 He describes the tirade against the Egyptians as "a tissue of hysterical racism, stupid morbidity, and smug self-congratulation" and concludes that "on the traditional assumption of identity between the Satire's first-person bigot and its author, it seems merely another unpleasant document in the history of bigotry". McKim endeavours to give a more palatable interpretation of the Satire's purpose, and scope for this is provided by the dichotomy which the persona-theory postulates between the author and his "speaker". Rejecting the assumption that Juvenal is giving expression to his own views, he suggests that Juvenal is presenting the character of his "speaker" to the reader for critical inspection and that his intention is to direct the reader's scorn "not against the Egyptians whom his speaker is attacking but against the speaker himself for his delusion that Roman society is superior" (McKim 1986:59)