Consumer education in Latvia is in the early stages of development and should be seen in the context of the rapidly changing society in the post‐Soviet era and the increasing influence of the marketplace, and Latvia's position as a new accession country. The Latvia University of Agriculture is in the process of developing an adult consumer education programme. A comparative study between the UK and Latvia was designed to test the hypothesis that many adult consumers lack knowledge and understanding of their consumer rights and responsibilities. A sample of adults in both countries completed a consumer rights questionnaire investigating attitude, knowledge and critical thinking ability. The UK questionnaire was modified, taking into account the different consumer environment in the two countries, to compare the need for adult consumer education in Latvia and the United Kingdom. In the United Kingdom results showed that the group overall were not confident that they knew enough about consumer rights and legislation or to resolve consumer problems and were unsure about their consumer responsibilities. Levels of knowledge were poor, leaving adults vulnerable to exploitation in the marketplace, uninformed about their responsibilities to voice dissatisfaction about goods and services, and unaware of how their consumer behaviour can affect the wider community. Adult participants in Latvia thought that they lacked education in consumer legal rights and responsibilities and did not have the necessary skills, knowledge and understanding to manage consumer problems effectively. Results in both countries indicate that adult consumer education is needed, supplemented by a comprehensive package of adult consumer education. Despite the cultural differences between the two countries, the analysis showed that similar adult consumer skills and attitudes were needed. This joint research has shown that this methodology could be used to determine adult consumer and life‐long consumer education needs in other European countries and internationally.
This paper describes how a teacher explored her teaching of an introduction to recorder playing to children, and how she tested her belief that music notation was an essential component of that teaching.Two roughly parallel classes of 7 to 8 year-olds were introduced to recorder playing. One group was given tuition accompanied by music notation, the other group learned to play by ear. An interaction was found between the ability of the child and the relative success of a method of teaching. More able pupils became demotivated without access to written music, whilst less able pupils retained their interest when playing by ear. An intermediate strategy, using notation with the names of the notes written below, proved effective for those of average ability.An holistic assessment of the quality of performance created by the two groups was independently assessed. Contrary to expectations the playing by ear group produced better quality sound than that of the group exposed to music notation.The implication for the introduction of music performance to young children is discussed.
Although this paper is written in the context of the &dquo;Memory of the World&dquo; Programme of UNESCO it is not intended as a recommendation of a set of criteria which the programme could adopt, but rather as an analysis of the existing need and an illustration of how selection is carried out already in archives and collections. The type of collection, its purpose and the context in which it functions will influence the degree, level and philosophy of the selection process. It also deals with selection in audiovisual collections and the parameters involved need some explanation.The Memory of the World project will have different priorities to those in a single institution and will serve different ends -it is after all considering the Memory of the World, not a particular collection, whether national, regional or specialized. The Memory of the World project will rely heavily on the existing collections to collect, preserve and make accessible material within their particular remits. The project has as its first task identification of the endangered collections, then selection principles will have to be employed to decide on priorities within those collections, which to save first -is it a case of moving them to safer areas, or better storage conditions; is it a question of physical preservation/restoration ? Then selection of the most appropriate means of conservation. Some of the principles of selection or more appropriately in this case, appraisal, will stand comparison across most situations, others will not.
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