The impact of broadband in schools: Summary report

Summary of the report, which reviews evidence for the impact of broadband in English schools, exploring; variations in provision in level of broadband connectivity. Links between the level of broadband activity and nationally accessible performance data; aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; academic and motivational benefits associated with educational uses of this technology

A História da Alimentação: balizas historiográficas

Os M. pretenderam traçar um quadro da História da Alimentação, não como um novo ramo epistemológico da disciplina, mas como um campo em desenvolvimento de práticas e atividades especializadas, incluindo pesquisa, formação, publicações, associações, encontros acadêmicos, etc. Um breve relato das condições em que tal campo se assentou faz-se preceder de um panorama dos estudos de alimentação e temas correia tos, em geral, segundo cinco abardagens Ia biológica, a econômica, a social, a cultural e a filosófica!, assim como da identificação das contribuições mais relevantes da Antropologia, Arqueologia, Sociologia e Geografia. A fim de comentar a multiforme e volumosa bibliografia histórica, foi ela organizada segundo critérios morfológicos. A seguir, alguns tópicos importantes mereceram tratamento à parte: a fome, o alimento e o domínio religioso, as descobertas européias e a difusão mundial de alimentos, gosto e gastronomia. O artigo se encerra com um rápido balanço crítico da historiografia brasileira sobre o tema

Review of: The Standard Book of Quilt Making and Collecting, by Marguerite Ickis

Book Review

Review of: Venda Children's Songs, by John Blacking

Book Review

The changing landscape of CPD for teachers

This paper explores a different approach to CPD for teachers. Vital is a £5.6million DCSF funded programme, being developed and delivered by The Open University and e-skills UK. Vital is aimed at staff in schools across England, and provides courses, more informal CPD activities and peer-peer interaction. It is open to other providers, including those in ITE who are able to host or signpost their own courses, resources and activities. At a time of changing work practices teachers face reduced opportunities to attend traditional CPD courses yet employees are required to be more competent and creative in their uses of IT, and IT in society becomes more complex and varied. Vital aims to reshape the organisational landscape of CPD by creating new ways of communicating, sharing and developing CPD collaboratively by providing a national community supported by the Open University’s technical and learning infrastructures. Traditionally CPD has mainly focused on face to face interaction, courses written by external ‘experts’ or shared only within local communities. The philosophy underpinning Vital is that of collaboration, with teacher as both owner and consumer of knowledge. Collaboration is both between individual participants (i.e. teachers) and between CPD providers. Using the participant researcher model, teachers are encouraged to share expertise through online forums and the creation of wiki spaces. Vital aims to meet the needs of learners through encouraging them to take control of the direction and choice of courses. It aims to respond to employers needs by transforming the uses of ICT in schools and it creates a more open approach to learning in the face of possible charges for web searching

Bentham’s Theory of Evidence: Setting a Context

Bentham’s massive writings on evidence, procedure and judicial organisation (EPJ) survive in over 13,000 pages of manuscript in addition to 15–20 published works, for some of which full manuscripts no longer survive. These are all quite closely linked. In order to start to understand the Rationale of Judicial Evidence it is useful to consider it in three broad contexts: Bentham’s other works in addition to those on EPJ, especially those works on the pannomion and the constitutional writings; attempts to construct a ‘theory of (judicial) evidence’ in the Anglo-American tradition of common law, especially those of J. B. Thayer and J. H. Wigmore; and recent efforts at UCL and elsewhere to develop evidence as a distinct multi-disciplinary field