What is global education and where is it taking us?

Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.     

Application of digital image correlation to full-field measurement of shrinkage strain of dental composites

Objectives: Polymerization shrinkage of dental composites remains a major concern in restorative dentistry because it can lead to micro-cracking of the tooth and debonding at the tooth-restoration interface. The aim of this study was to measure the full-field polymerization shrinkage of dental composites using the optical digital image correlation (DIC) method and to evaluate how the measurement is influenced by the factors in experiment setup and image analysis. Methods: Four commercial dental composites, Premise Dentine, Z100, Z250 and Tetric EvoCeram, were tested. Composite was first placed into a slot mould to form a bar specimen with rectangular-section of 4 mm mm, followed by the surface painting to create irregular speckles. Curing was then applied at one end of the specimen while the other part were covered against curing light for simulating the clinical curing condition of composite in dental cavity. The painted surface was recorded by a charge-coupled device (CCD) camera before and after curing. Subsequently, the volumetric shrinkage of the specimen was calculated with specialist DIC software based on image cross correlation. In addition, a few factors that may influence the measuring accuracy, including the subset window size, speckle size, illumination light and specimen length, were also evaluated. Results: The volumetric shrinkage of the specimen generally decreases with increasing distance from the irradiated surface with a conspicuous exception being the composite Premise Dentine as its maximum shrinkage occurred at a subsurface distance of about 1 mm instead of the irradiated surface. Z100 had the greatest maximum shrinkage strain, followed by Z250, Tetric EvoCeram and then Premise Dentine. Larger subset window size made the shrinkage strain contour smoother. But the cost was that some details in the heterogeneity of the material were lost. Very small subset window size resulted in a lot of noise in the data, making it difficult to discern the general pattern in the strain distribution. Speckle size did not seem to have obvious effect on the volumetric shrinkage strain along specimen length; however, larger speckles resulted in higher level of noise or heterogeneity in the shrinkage distribution. Compared with bright illumination, dimmer lighting produced larger standard deviations in the measured shrinkage, indicating a higher level of noise. The longer the specimen, the greater was the rate of reduction with distance from the irradiated surface, especially for the longitudinal strain. Significance: The image correlation method is capable of producing full-field polymerization shrinkage of dental composites. The accuracy of the measurements relies on selection of optimal parameters in experimental setup and DIC analysis.     

Evolution and Diffusion of the Michigan State University Tradition of Organizational Communication Network Research

This article documents the 30‐year history of communication network research at Michigan State University (M.S.U.), providing a case study of the evolution and diffusion of an academic innovation. Three past and continuing issues for network scholars are identified: a lack of professional reward for developing user‐friendly computer programs, unresolved methodological problems, and a need for better theoretical and conceptual frameworks. The narrative also illustrates the difficulty communication as a discipline has in impacting broader intellectual traditions. The story begins with the first doctoral dissertation (Schwartz, 1968 Richards, W. D. and Barnett, G., eds. 1993. Progress in communication sciences: Advances in communication network analysis, Norwood, NJ: Ablex.  [Google Scholar]) and the first network analysis software program in 1970 (Richards’ Negopy), continuing to the last dissertation (Susskind, 1996 Susskind, A. M. 1996. The impact of an organizational downsizing effort on survivors’ communication network relationships and attitudes, East Lansing: Department of Communication, Michigan State University. Unpublished doctoral dissertation [Google Scholar]), and ending in 1998 when J. David Johnson left the M.S.U. faculty. Other major players in the M.S.U. network tradition included David K. Berlo, Eugene Jacobson, Everett M. Rogers, Vincent Farace, Peter Monge, and Erwin Bettinghaus. Ironically, Schwartz and Susskind met in 1998 while Schwartz was preparing to retire from Cornell University and Susskind was starting as an Assistant Professor in a different department, thus providing closure to the M.S.U. network.     

General Foreign/International Communication

A Free and Balanced Flow: Report of the Twentieth Century Fund Task Force on the International Flow of News (Lexington, Mass.: Lexington Books, 1979—$12.50 with a paperback also available)

Alex S. Edelstein, John E. Bowes, and Sheldon M. Harsel's Information Societies: Comparing the Japanese and American Experiences (International Communication Center, School of Communications, University of Washington, Seattle, Wa 98195—$10.95, paper)

Fred L. Casmir, ed. Intercultural and International Communication (Washington: University Press of America, 1978—$21.50, paper)

Terry D. Peigh, et al. The Use of Radio in Social Development (Chicago: Communication Laboratory, Community and Family Study Center of the University of Chicago, 1979—price not given, paper)

Ernest D. Rose's World Film & Television Study Resources (Friedrich-Ebert-Stiftung, Godesberger Allee 149, D 5300 Bonn 2, Federal Republic of Germany—price not given)

Medios Audiovisuales (Desengano 12, Madrid-13, Spain—650 pesetas per year/11 issues, surface mail)

List of International Instruments Concerning Different Aspects of Communication (Paris: Unesco International Commission for the Study of Communication Problems, not dated—apparently free on request, paper)     

Professional standards,teacher identities and an ethics of singularity

This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan’s three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers’ work and identities in standardized (and sanitized) forms, such as the Australian Institute for Teaching and School Leadership professional standards recently adopted in Australia, can be read as a colonization of the Real and the imaginary by (a rather static, mortified form of) the symbolic. The paper argues that in response to such normalizing moves, we need to consider how we might conceptualize the reanimation of what it means to teach and be a teacher, something we attempt in terms of enabling each of the psyche’s registers to inter-animate each other, as a means of engendering teacher identities characterized by criticality, creativity and passion – that is, by an ethics of singularity rather than by standardization.     

Technology Acceptance in Social Work Education: Implications for the Field Practicum

The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education.     

Emotion Regulation Strategies and Parenting Practices among Parents of Children With Clinic-Referred Conduct Problems

Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions.