Fair contest or elite sponsorship? Entry settlements in Australian higher education

Significant change to Australian higher education occurred between March, 1987 and March, 1996, under the direction of a Federal Labor Government. At one level, the period witnessed an increase in the provision of higher education and variation in the criteria used to grant student entry. Such change represented a crisis in higher education's traditional or 'qualified-entry' settlement which led to its resettling around a more 'diversified-entry' arrangement. The organising logic of this diversified-entry was characterised by the discourses of 'contest' (fairness in competition) rather than 'sponsorship' (selection by association), although the latter appears to have been just better 'hidden'.

Persuasion as a contest

We examine how the probability of persuading an audience depends on resources expended by contending parties as well as on other factors. We use a Bayesian approach whereby the audience makes inferences solely based on the evidence produced by the contestants. We find conditions that yield the well-known additive contest success function, including the logit function. We also find conditions that produce a generalized “difference” functional form. In all cases, there are three main determinants of audience choice: (i) the truth and other objective parameters of the environment; (ii) the biases of the audience, and (iii) the resources expended by the interested parties.

Fair game or no contest: contested identities in initial teacher education

The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery.

The teaching contest as a professional development activity to promote classroom instruction excellence in China

Teaching contests might be alien to many readers outside of China mainland, but as one of professional development activities, it is well known by most of Chinese school teachers. This chapter, based on the data collected by mail surveys to the contest organizers, evaluation panel members, contest winners, and ordinary participating teachers, and detailed notes taken from various meetings of the evaluation committee, as well as a lesson video of one of the three contest winners, we aimed to the 2011 national high school teachers' teaching contests carefully, to examine the aims and processes of teaching contests, their possible merits or weaknesses for teachers’ professional development, and features of exemplary lessons demonstrated during the national teaching contest. It was found that the aim of the teaching contest was totally not the competition per se., to promote curriculum development and teachers' professional development, to provide a big platform for those teachers who pursue excellence in teaching to display, discuss, explore, and share with others about mathematics instruction were real intentions of the organizers.

Constitution Day: September 17, 2008 - Contest

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A Historical Review of the 4-H Beef of Merit Carcass Contest at the Iowa State Fair

A total of 1,033 head of steers competing in the Iowa State Fair Beef of Merit class from 1975 through 2000 were summarized. Those grading low Choice and higher averaged 55.4 percent, and the average yield grade was 2.44. Due to rule changes over time the quality grade and cutability shifted. In recent years with the emphasis placed on acceptable quality grade and carcass weight, the BOM cattle have improved dramatically in the percent grading Prime and upper Choice. However, with this change has been a reduction in the percent of cattle making yield grade 1 and 2. Growth rate increased through the late 1980s, but has remained static since that time.

Mental Causation versus Physical Causation: No Contest

Common sense supposes thoughts can cause bodily movements and thereby cause changes in where the agent is or how his surroundings are. Many philosophers suppose that any such outcome is realized in a complex state of affairs involving only microparticles; that previous microphysical developments were sufficient to cause that state of affairs; hence that, barring overdetermination, causation by the mental is excluded. This paper argues that the microphysical swarm that realizes the outcome is an accident (Aristotle) or a coincidence (David Owens) and has no cause, though each component movement in it has one. Mental causation faces no competition "from below".