The global auction: The broken promises of education,jobs, and incomes

International Review of Education -     

A New Method of Revealing Armourers’ Marks

In this research, we performed radiographic experiments exploiting polychromatic phase-contrast imaging, a method for contrast enhancement in transmitted neutron beams by measuring a sample made with a homogeneous material but exhibiting a different microstructure induced by mechanical actions. We were able to reveal the armourers’ marks now obscured by polishing that are present in these examples of medieval armour.     

Examining Children's Implicit Racial Attitudes Using Exemplar and Category-Based Measures

The goal of this research was to examine children's implicit racial attitudes. Across three studies, a total of 359 White 5- to 12-year-olds completed child-friendly exemplar (Affective Priming Task; Affect Misattribution Procedure) and category-based (Implicit Association Test) implicit measures of racial attitudes. Younger children (5- to 8-year-olds) showed automatic ingroup positivity toward White child exemplars, whereas older children (9- to 12-year-olds) did not. Children also showed no evidence of automatic negativity toward Black exemplars, despite demonstrating consistent pro-White versus Black bias on the category-based measure. Together, the results suggest that (a) implicit ingroup and outgroup attitudes can follow distinct developmental trajectories, and (b) the spontaneous activation of implicit intergroup attitudes can depend on the salience of race.     

Kit: Fashioning the Sporting Body – Introduction to the Special Edition

This is an introductory essay for the special edition of Sport in History entitled ‘Kit: Fashioning the Sporting Body’. As well as giving an overview of the six articles in the collection, the introduction seeks to give an overview of sport and dress history. It then raises questions of the intersection of national style, costume history and sporting fashion as active and leisurewear.     

Modern Mimicry and YouTube: How Technology Has Influenced Pedagogy and Performance of Poetry Interpretation Within Competitive Forensics

Plato's mimetic theory proposes art is an imitative representation of nature. Mimesis and imitation have a long history of rhetorical significance. This article investigates the potential impact increased technology might have upon the mimetic nature of the interpretation of poetry within modern forensics performances. Technological advances have made millions of performances available immediately. This vast increase in performance accessibility has created serious implications for repetition and impersonation within the genre of interpretation. As YouTube has made poetry performances visibly and audibly accessible to the masses, literal mimetic performances are quickly taking shape. This article utilizes a classical rhetorical framework upon modern-day technological advancements in an attempt to articulate significant educational benefits and limitations technology has had on mimetic performances for students, coaches, and judges.     

An extensible and successful method of identifying collaborators for National Library of Medicine informationist projects

Question/Purpose

The New York University (NYU) Health Sciences Library used a new method to arrange in-depth discussions with basic science researchers. The objective was to identify collaborators for a new National Library of Medicine administrative supplement.

Setting

The research took place at the NYU Health Sciences Library.

Methods

Using the National Institutes of Health (NIH) RePORTER, forty-four researchers were identified and later contacted through individualized emails.

Results

Nine researchers responded to the email followed by six in-person or phone discussions. At the conclusion of this process, two researchers submitted applications for supplemental funding, and both of these applications were successful.

Conclusions

This method confirmed these users could benefit from the skills and knowledge of health sciences librarians, but they are largely unaware of this.     

Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention

The present study examined the extent to which two dimensions of intervention intensity, (dose frequency and dose) of a 30-week print-referencing intervention related to the print knowledge development of 367 randomly selected children from 55 preschool classrooms. Dose frequency refers to the number of intervention sessions implemented per week; teachers were randomly assigned to either the high-dose frequency condition (four intervention sessions per week) or the low-dose frequency condition (two intervention sessions per week). Dose refers to number of print-referencing teaching strategies used per intervention session and was a naturally varying variable across classrooms. Structural models of children's spring print knowledge showed a significant interaction of dose and dose frequency in relation to children's outcomes. Follow-up analyses showed that the benefit of providing four versus two print-referencing sessions per week disappeared when teachers were providing a relatively intense number teaching strategies within sessions (i.e., the dose was high). Considered differently, findings also show that increasing the number of print referencing teaching strategies within a session (i.e., the dose) related positively to children's print knowledge development, but only when the weekly number of intervention sessions were low (i.e., two intervention sessions weekly). Overall, findings show that there is a benefit to increasing the dose or dose frequency of the print referencing intervention, but increasing both aspects of intervention intensity appeared to have a diminishing benefit to children's learning. Findings empirically support the multi-dimensional nature of intervention intensity and implications for research and practice are discussed.     

Creating an Online Learning Community: Is it Possible?

As institutions are moving towards offering more online and distance education courses, scholars have reported that instructors may have difficulty developing learning communities among students enrolled in these courses (DiRamio and Wolverton 2006). The purpose of this study was to examine the differences in students’ perceptions of a learning community when enrolled in an online or on-campus introduction to counseling course. Participants were beginning graduate and advanced undergraduate students interested in pursuing a higher education degree in counseling. Results indicated no significant difference in students’ perceptions of learning communities based on course format.