Pleasing the students: teachers' orientaton to classroom life in adult education

It is noted that existing sociological research on classrooms has focused too narrowly on compulsory schooling with the result that we have no data showing the rituals and routines of Adult Classrooms or the ways that teachers cope and resolve them. The paper presents fieldnote and interview data from a small ethnographic study of the two Adult Evening classes. The data suggest that in contrast to the teacher of school aged pupils, who seeks control and discipline, ‘pleasing students’ is the major orientation to classroom life of the evening class teacher. Do not say, the people must be educated when after all you only mean amused, refreshed, soothed put into good spirits and good humour or kept from vicious excesses. (Newman, 1873).     

2½‐Year‐Old Children Use Animacy and Syntax to Learn a New Noun

We examine how attention to animacy information may contribute to children's developing knowledge of language. This research extends beyond prior research in that children were shown dynamic events with novel entities, and were asked not only to comprehend sentences but to use sentence structure to infer the meaning of a new word. In a 4 × 3 design, animacy status (e.g., animate agent, inanimate patient) and labeling syntax (agent, patient, nonlabel control) were varied. Across most events, 2 1/2‐year‐old participants responded as if they expected animate entities to be named. However, in a prototypical (animate agent‐inanimate patient) event condition, children responded differentially across different syntactic structures. Thus, the clearest evidence for attention to syntactic cues was found in the prototypical event condition. These results suggest that young children attend to the animacy status of unfamiliar entities, that they have expectations about animacy relations in events, and that these expectations support emerging syntactic knowledge.     

Sampling Strategies for Toxic Air Contaminants

Annual concentrations of toxic air contaminants are of primary concern from the perspective of chronic human exposure assessment and risk analysis. Despite recent advances in air quality monitoring technology, resource and technical constraints often impose limitations on the availability of a sufficient number of ambient concentration measurements for performing environmental risk analysis. Therefore, sample size limitations, representativeness of data, and uncertainties in the estimated annual mean concentration must be examined before performing quantitative risk analysis. In this paper, we discuss several factors that need to be considered in designing field-sampling programs for toxic air contaminants and in verifying compliance with environmental regulations. Specifically, we examine the behavior of SO2, TSP, and CO data as surrogates for toxic air contaminants and as examples of point source, area source, and line source-dominated pollutants, respectively, from the standpoint of sampling design. We demonstrate the use of bootstrap resampling method and normal theory in estimating the annual mean concentration and its 95% confidence bounds from limited sampling data, and illustrate the application of operating characteristic (OC) curves to determine optimum sample size and other sampling strategies. We also outline a statistical procedure, based on a one-sided t-test, that utilizes the sampled concentration data for evaluating whether a sampling site is compliance with relevant ambient guideline concentrations for toxic air contaminants.     

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12‐month‐old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval.     

Community Development and Government Response

The article contrasts two programmes aimed at improving thequality of life for older women in Australia. The CommunityOptions programme is a wellfunded Government initiative directedat personal care within the home. The Older Women's Networkis a grass-roots community development initiative. The articleexamines the relationship between control and resourcing interms of preventative and crisis care.