General Media (Advertising)

Varda Langholz Leymore's Hidden Myth: Structure and Symbolism in Advertising (New York: Basic Books, 1975—$10.00).

John S. Wright and John E. Mertes's Advertising's Role ie Society. (St. Paul, Minn.: West Publishing Co., 1974—price not given, paper).

Allan M. Cartter's Ph.D's and the Academic Labor Market (New York: McGraw-Hill, 1976—$12.50).     

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.     

Materials-to-develop-with: The making of a makerspace

Celebrating hands-on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra-act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case-based approach to illustrate the co-development of 3D printing materials, youth and educational programs at an out-of-school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials-to-develop-with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities.     

Co-teaching as a context for teachers' professional learning and joint knowledge construction

The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local and national contexts.     

‘We Have to Go Where the Money Is’—Dilemmas in the Role of Nutrition Scientists: An Interview Study

In Western societies scientists are increasingly expected to seek media exposure and cooperate with industry. Little attention has been given to the way such expectations affect the role of scientific experts in society. To investigate scientists’ own perspectives on these issues eight exploratory, in-depth interviews were conducted in Denmark with reputable nutrition scientists. Additionally, eight interviews were held with ‘key informants’ from the field of nutrition policy. It was found that nutrition scientists experience two dilemmas: first, between their aspiration to make a collective impact on public health and the powerful incentives of each to appear frequently in the media with new messages; second, between their need to cooperate with the food industry for financial reasons and their fear that this may compromise their independence and scientific integrity. It is argued that the dilemmas identified in this study should be dealt with openly by the relevant groups of scientists.     

A multilevel approach for the damage assessment of Historic masonry towers

In the paper some case studies of damaged towers in Italy are presented: the Tower Masserano of Palace Ferrero - La Marmora at Biella, the bell tower of the Collegiata of San Vittore at Arcisate, and three medieval towers in Alba. A methodology is put forward for combining laboratory and nondestructive testing methods with monitoring systems in order to reach the goal of evaluating the state of conservation of historic towers and its evolution in time.     

Assessment of seismic vulnerability of art objects: The “Galleria dei Prigioni” sculptures at the Accademia Gallery in Florence

The seismic assessment of art objects requires a multidisciplinary approach and the definition of a specific methodology for evaluating the level of safety and the possible interventions necessary for seismic risk prevention, finding a compromise between safety and conservation. This paper describes a first step in this direction, in which the different aspects of the procedure, from knowledge path of the art object to the structural analysis, were studied in the six Michelangelo's statues located in the “Galleria dei Prigioni” (Slaves’ Gallery) at the Accademia Gallery of Florence. We showed that the general principles and criteria expressed in the “Italian Guidelines for evaluation and mitigation of seismic-risk to cultural heritage”, which are specifically devoted to masonry constructions, could be profitably extended to other artworks, like statues, starting from historical research, geometrical survey and material characterization, up to the developing of specific methods of analysis. This research could be the base for future studies to be performed concerning the prevention of seismic damage of art objects, including both bare minimum interventions and specific devices, such as isolation systems.     

Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia,Germany: organisations,programmes and framework conditions

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW.