Summary. This paper examines aspects of children's understanding of illustrations used as an adjunct to learning. It reports an experiment designed to determine whether first‐year secondary school pupils could identify the cut surfaces of objects in six biological illustrations taken from commonly used textbooks.
The results show that few children were able to perform the tasks correctly but that the illustrations were not equally difficult. Picture analysis indicated that not only the features of the object depicted but also the number and type of pictorial conventions employed posed significant difficulties.
It is concluded that the findings have implications both for theories of perceptual development and for the role of illustrations in teaching. It is suggested that teachers should regard the use of illustrations as learning aids as problematical and consider the need to teach about illustrations.
Policy documents at local, national and international level continue to call for greater multi-agency and multi-professional working. These calls are based on three arguments: (1) health and illness are created and influenced by multiple factors outside of health service policy, (2) health improvement requires collaboration between statutory, voluntary and private sector organizations, and (3) efficiency and effectiveness are aided when duplication of effect is avoided and service transition is as seamless as possible. However, there remains limited process-orientated research that has explored the difficulties and challenges faced during multi-agency and multi-professional work. This study employed qualitative methods (interviews, participant observation and documentary analysis) to understand the social construction of a multi-agency and multi-professional health promotion project orientated toward the prevention of drug-related harm. The findings illustrate the ways in which the processes involved in securing funding led to multiple and competing project aims, how changes in personnel and the internal (re)organization of agencies created disjunctions in project membership and shared understandings of key priorities, and how the social need to keep group members 'onside' and committed, competed with the imperatives of prioritization and addressing issues surrounding differentials in power between members and between agencies.
Despite efforts by the United Kingdom Government, the Teacher TrainingAgency and other organisations to address the problem of teacher shortages in geography within English schools, the subject is still failing to attract sufficient students into the profession. Whilst the impact of this has yet to be felt fully in higher education, it is only a matter of time before university geography departments may find it increasingly difficult to recruit quality students onto their undergraduate courses. By sampling three distinct populations, geography teachers, geography undergraduates and sixth formers [1], this research presents evidence of the recruitment problem, seeks to understand its nature and suggests strategies for addressing the underlying issues.
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