Commentary:

The author comments on a number of the perspectives contained in the paper by Webb, Widseth, and Ramirez. He argues for conceptualizing campus consultations in the context of the following elements: continuity, clarity, comprehensiveness, credibility, collarboration, cooperation, coordination, comprehension, and collegiality. The author offers some examples of how to function in a constructive consultative role that addresses the health and welfare of campus student life.     

Humor:

The use of Humor is often neglected and underutilized in counseling. The literature indicates that humor is indeed a powerful and versatile therapeutic tool. This article investigates the use of humor in counseling with college students. The authors highlight aspects of the therapeutic process in which they feel humor can be used effectively: initial problem exploration, decatastrophizing the situation, relationship building, breaking down barriers, reframing, and fostering insight.     

Suicide:

The purpose of this article is to provide a framework for training the residence hall RA as a suicide interventionist. It is important that the RA have the necessary information and skills to recognize, evaluate and refer students who are at risk for taking their own lives. In addition, this article discusses what the RA must known in order to assist the survivors of unsuccessful suicide attempts or those who are left after a completed suicide. As an itnerventionist, the RA is not a counselor or therapist but someone who is able to assist the suicidal student in securing professional assistance and being of support during the process of therapy.     

Step 3: provides culturally competent care: the coalition for improving maternity services:

Step 3 of the Ten Steps of Mother-Friendly Care insures that women receive care that is sensitive and responsive to the specific beliefs, values, and customs of the mother's ethnicity and religion. The rationale for this step and the evidence in support of its value are presented.     

Editorial: the Salamanca Statement: 25 years on

ABSTRACT

June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was co-organized by UNESCO and the Ministry of Education and Science of Spain, and held in the city of Salamanca. It led to the Salamanca Statement and Framework for Action on Special Needs Education, arguably the most significant international document that has ever appeared in the field of special education. In so doing, it endorsed the idea of inclusive education, which was to become a major influence in subsequent years. The articles in this special issue illustrate the ways in which the Salamanca Statement has and still is influencing the development of policies and practices across the world. In this editorial, we provide readers with some relevant background to these developments.     

Commentary: the coalition for improving maternity services:

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.     

The electronic campus: Technotreachery: Play infiltrates school

Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu.     

Integrative Geragogy: Part 2: Interventions and Legitimizations

ABSTRACT

In part 1 of this paper we presented the theory of an integrative geragogy. Integrative geragogy is a basic part of educational gerontology, dealing especially with the oldest of the old, mentally handicapped elderly people, and their potentials. In part 2 the context between theory and practice of an integrative geragogy shall be explained. We will discuss various types of geragogical interventions. First, the binding of personal, social and environmental aspects involved in all types of geragogical interventions are outlined. Second, geragogical implications at the old age have to be legitimated. The several ways of legitimating integrative geragogy will be expounded in order to justify the existence and intervention strategies of this discipline. Third, the paradigm of quality in relation to the integrative geragogy needs to be underlined.     

Technologies in contexts:: implications for teacher education

This paper discusses the interaction among school and university contexts, instruction, and individual practice that occurs as telecommunications technology is integrated into teacher education programs. Data from a series of studies of such integration within one university are presented and discussed. A model to guide future research is proposed.     

Reclaiming Kindergarten: Part II: Questions About Policy

Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten. In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten classroom.     

INCLUSION: Special or inclusive education: future trends

In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.     

Introduction: the coalition for improving maternity services:

The history of the Coalition for Improving Maternity Services as part of a global effort to promote normal birth is described. The principles underlying the Mother-Friendly Childbirth Initiative are presented, the Ten Steps of Mother-Friendly Care are identified, and the evidence basis for the Ten Steps is introduced.     

Methods: the coalition for improving maternity services:

In this article, the details of the methods used to determine the evidence basis of the Ten Steps of Mother-Friendly Care are presented and discussed.     

Symposium VI: Intervention and Measurement: Facilitating Readiness

The recent conference sponsored by the Maternal and Child Health Bureau on "scientific Perspectives on School Readiness" provided an opportunity to assist in the continuing process of integrating applied research and practice with respect to our knowledge base on early educational experiences. Some of the issues raised by one of the symposia dealing with intervention and measurement at that conference are presented. Next, those issues will be highlighted in a discussion of one early education program begun as a research and demonstration effort sponsored in part by Maternal and Child Health Bureau. That project has moved into a statewide program for ethnic Hawaiian children in Hawaii.     

Mg:Er:Yb:LiNbO3晶体的结构和光学性质

采用阳离子掺杂方法制备了Mg:Er:Yb:LiNbO3晶体,获得了光折变效率高和不影响其它性能的激光晶体.为了探究铌酸锂晶体的微观结构对光学性质的影响,测量了Mg:Er:Yb:LiNbO3晶体的折射率和晶格常数.分析了晶格常数变化的因素和寻常光折射率、非常光折射率变化的因素,这两种性质与Er3 /Yb3 成分的关系不是完全单调变化的,在晶体中,Er3 /Yb3 浓度在1.1—1.2mol%范围内时观察到异常变化.给出了铌酸锂晶体结构对折射率影响的关系,Er3 /Yb3 掺杂LiNbO3晶体的两个主折射率随晶格畸变ca增大而增大.Er3 /Yb3 双掺杂对折射率和晶格常数的变化行为可以用稀土离子浓度影响锂空位浓度和稀土离子在晶体内的位置来解释.     

Symposium VI: Intervention and Measurement: Facilitating Readiness

The recent conference sponsored by the Maternal and Child Health Bureau on "scientific Perspectives on School Readiness" provided an opportunity to assist in the continuing process of integrating applied research and practice with respect to our knowledge base on early educational experiences. Some of the issues raised by one of the symposia dealing with intervention and measurement at that conference are presented. Next, those issues will be highlighted in a discussion of one early education program begun as a research and demonstration effort sponsored in part by Maternal and Child Health Bureau. That project has moved into a statewide program for ethnic Hawaiian children in Hawaii.     

Social Networking: Boundaries and Limits Part 1: Ethics

The number of educators, administrators, and institutions that utilize social networking has increased dramatically. Many have adopted social networking in order to be up-to-date and connected with their students’ learning beyond the boundaries of the classroom. However, this increase in the use of social networking in academia presents many potential issues. In this paper, we address the growing prevalence of social networking in education and some of the issues. Next, we use social role theory to explore some pitfalls for educators using social networking. Finally, we suggest that foundational ethical principles from the field of psychology can provide a basis for developing guiding principles for use of social networking in education.     

Teacher-as-researcher: theory-into-practice

This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis.