Chandler v. Florida: Cameras get probation in courtrooms

The article traces the history and conflicting policies of the camera in the courtroom debate, analyzes the United States Supreme Court's decision in Chandler v. Florida, and concludes that Chandler is fundamentally a victory for states’ rights.     

Communicating/Muting Date Rape: A Co-Cultural Theoretical Analysis of Communication Factors Related to Rape Culture on a College Campus

Previous studies suggest that college campuses foster a rape culture in which date rape (most commonly, rape of women) is an accepted part of campus activity (Buchwald, Fletcher, & Roth, 1993; Sanday, 2007). In focus groups at a Midwestern university, researchers asked students about rape as they experienced it or knew about it on campus. The study revealed attitudes and perspectives about rape communicated from cultural, social, and individual levels. Co-researchers’ comments indicated such attitudes exist in relation to and are expressed through behaviors preceding potential incidences of rape, during rape itself, and in response after rape occurs. Throughout this process, college students, especially females, were muted, potentially contributing to the creation and perpetuation of a campus rape culture.     

Cultivating mind fitness through mindfulness training: Applied neuroscience

Mindfulness reduces distress, promotes optimal health, improves attentional control, mental agility, emotional intelligence, and situational awareness. Stress management and cognitive performance in Marines who spent more hours practicing Mindfulness Based Mind Fitness Training were superior to those soldiers who practiced fewer hours. Students receiving mindfulness training without practice demonstrated no significant change. The literature suggests that mindfulness training designed to inform rather than to train may not produce measurable results. Systematic, effortful, skill‐building programs are indicated.     

Building the body: Active learning laboratories that emphasize practical aspects of anatomy and integration with radiology

Active learning exercises were developed to allow advanced medical students to revisit and review anatomy in a clinically meaningful context. In our curriculum, students learn anatomy two to three years before they participate in the radiology clerkship. These educational exercises are designed to review anatomy content while highlighting its relevance to the study of radiology. Laboratory exercises were developed using inexpensive materials in the form of hands‐on stations designed for use by students working together in small groups. Station exercises include model building, exploring relevant radiological imaging, and practicing clinical techniques. Students are encouraged to move from abstract conceptualization of the anatomy using models to applying knowledge to living tissues by using a portable ultrasound to explore superficial anatomy on each other. Stations are designed to integrate knowledge and reemphasize concepts in different contexts, so that upon completion students have a reinforced understanding of the three‐dimensional anatomy of the region in question, the appearance of the anatomy on radiological images, and an appreciation of the relevance of the anatomy to radiological procedures. Anat Sci Educ, 2010 © 2010 American Association of Anatomists.     

Race, ethnicity, and culture in child development: contemporary research and future directions

The editors of this special issue reflect on the current status and future directions of research on race, ethnicity, and culture in child development. Research in the special issue disentangles race, ethnicity, culture, and immigrant status, and identifies mediators of sociocultural variables on developmental outcomes. The special issue includes important research on normal development in context for ethnic and racial minority children, addresses racial and ethnic identity development, and considers intergroup processes. The methodological innovations as well as challenges of current research are highlighted. It is recommended that future research adhere to principles of cultural validity described in the text.     

Understanding Reading Anxiety: New Insights from Neuroscience

Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice.     

Cultural Capital: A Thesaurus for Teaching Design

This article seeks to unravel what is hypothesised as being at the root of design education: the cultural capital of design educators. The premise is that capital is developed within the design learning environment: that is, designers‐to‐be and educators‐to‐be are encultured into design while studying, the same way that parents enculture children into families, or families and friends enculture young people into society. This article begins by introducing the concept of cultural capital, a body of knowledge that acts as an asset in particular situations; our study focuses on knowledge that is useful to being a designer and design educator. We continue by exploring what kinds of capital designers have and what role this capital plays in the educational setting. Four key themes are identified across the cultural capital of 19 design educators from different geographical locations in the Western world. These themes result from analysing educators' intimate narratives, which reveal some of the values, beliefs and actions inherent to design. Furthermore, the themes illustrate a sampling of the design educators’ thesaurus: that is, what design educators draw upon for teaching and designing.     

Encountering the philosopher as teacher: The pedagogical postures of Emmanuel Levinas

Despite growing interest in Emmanuel Levinas’s ethics in educational theory and practice, little has been done with the fact that for over 30 years Levinas served as director of a teacher education school in Paris, and that he taught classes there for more than 40 years. I attempt here to begin to fill that gap by focusing on Levinas’s classroom practices and everyday interactions with students rather than on his philosophical writings. I sketch three pedagogical postures he embodied and discuss them in relation to ongoing philosophical work in teacher education.     

Curriculum capacity and citizenship education: a comparative analysis of four democracies

Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education.