Speaking to the People: The Rhetorical Presidency in Historical Perspective

TRAGEDY AND THE THEORY OF DRAMA. By Elder Olson. Detroit: Wayne State University Press, 1961; pp. 276. $6.50.

THE LONDON STAGE, 1660–1800: A CALENDAR OF PLAYS, ENTERTAINMENTS &; AFTERPIECES TOGETHER WITH CASTS, BOX‐RECEIPTS AND CONTEMPORARY COMMENT COMPILED FROM THE PLAYBILLS, NEWSPAPERS AND THEATRICAL DIARIES OF THE PERIOD. PART 3: 1729–1747. Edited with a Critical Introduction by Arthur H. Scouten. Carbondale, Ill.: Southern Illinois University Press, 1961; Volume I, pp. ccxxxiii+596; Volume II, pp. lii+597–1315. $50.00.

NEW WORLD WRITING. Numbers 19 and 20. New York: Lippincott, 1961, 1962. $3.50; paper $1.65.

BURKE, DISRAELI, AND CHURCHILL: THE POLITICS OF PERSEVERANCE. By Stephen R. Graubard. Cambridge: Harvard University Press, 1961; pp. 262. $5.00.

PRESIDENT JAMES BUCHANAN: A BIOGRAPHY. By Philip Shriver Klein. University Park: Pennsylvania State University Press, 1962; pp. xviii+506. $7.50.

THREE PROPHETS OF RELIGIOUS LIBERALISM: CHANNING—EMERSON—PARKER. Introduced by Conrad Wright. Boston: Beacon Press, 1961; pp. 152. Paper $1.25.

REVIVALISM AND SEPARATISM IN NEW ENGLAND, 1740–1800: STRICT CONGRE‐GATIONALISTS AND SEPARATE BAPTISTS IN THE GREAT AWAKENING. By C. C. Goen. New Haven: Yale University Press, 1963; pp. x+370. $7.50.

MARK TWAIN'S HUMOR: THE IMAGE OF A WORLD. By Pascal Covici, Jr. Dallas, Texas: Southern Methodist University Press, 1962; pp. xiv+266. $4.50.

GRADUATE EDUCATION: A CRITIQUE AND A PROGRAM. By Oliver C. Carmichael. New York: Harper, 1961; pp. ix+213. $4.50.

DECISION BY DEBATE. By Douglas Ehninger and Wayne Brockriede. New York: Dodd, Mead, 1962; pp. 412. $6.00.

NEBRASKA SYMPOSIUM ON MOTIVATION, 1961. Edited by Marshall R. Jones. Lincoln: University of Nebraska Press, 1961; pp. x+210. $4.25; paper $3.25.

MY LANGUAGE IS ME: PSYCHOTHERAPY WITH A DISTURBED ADOLESCENT. By Beulah Parker. Foreword by Theodore Lidz. New York: Basic Books, 1962; pp. viii+397. $8.50.

TELEVISION IN THE LIVES OF OUR CHILDREN. By Wilbur Schramm, Jack Lyle, and Edwin B. Parker. Stanford: Stanford University Press, 1961; pp. xii+324. $6.00.

TELEVISION AND RADIO. Edited by Poyntz Tyler. (The Reference Shelf, Vol. 33, No. 6.) New York: H. W. Wilson, 1961; pp. 192. $2.50.     

School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools

In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted.     

The Principal who Cared

The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. All participants were enrolled in the same university and were similar across gender, age, ethnicity, and undergraduate educational experiences. The students in the yearlong internship reported a better relationship with their supervising teacher, greater knowledge of school policies and procedures, and higher scores for the perceived adequacy of time spent in school than did the students in the semester internship. The two groups did not differ in perceptions of their teaching ability, which were generally favorable. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences.     

Educating ‘the new Norwegian we’: an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia

Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 died, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Evaluation of Educational Achievement’s 1995 International Association for the Evaluation of Educational Achievement (1995). National case studies final guidelines. Amsterdam: IEA. [Google Scholar] civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity.     

Stray the course: Technology's impact upon the representative‐elector artifact

Rhetorical critics usually understand political communication as messages in terms of speeches, campaign strategies, and voter behavior. By focusing upon messages, critics have failed to understand political communication as structurally formative of communication. A new methodology is proposed which conceives of rhetorical artifacts as enhancements of political communication. American congressional elections are presented as the artifact to be analyzed from the new perspective. Because the proposed methodology treats congressional elections as a structural genre, the contemporary, technological impact of electronic media can be criticized and compared to the artifact originally invented by the founders; the course they set has been strayed. Implications for political communication and its research conclude that we face what Habermas would call a “legitimation crisis.”;     

STUDENT RIGHTS, CLARENCE THOMAS, AND THE REVOLUTIONARY VISION OF EDUCATION

A bstract .  In his concurring opinion to the 2007 U.S. Supreme Court decision, Morse v. Frederick , Justice Clarence Thomas argues that the Tinker decision, which granted students constitutional rights in public schools, should be overturned on originalist grounds. In this essay, Bryan Warnick, Bradley Rowe, and Sang Hyun Kim make the case that Thomas's originalist analysis is inconclusive. Instead of looking at court decisions relating to public education starting in the middle of the nineteenth century to establish original meaning, as Thomas does, they argue that a better strategy involves an analysis of educational ideas circulating closer to the time of constitutional ratification. Using this strategy, the authors show that many prominent educational writers (a) believed that it was important for students to learn to act independently and to value their constitutional rights, and (b) believed that students learn best by imitating civic examples. These two ideas work together in early American educational thought to imply that schools should exemplify the sort of respect for self-governance and individual rights that is present in the larger constitutional order. Thus, Warnick, Rowe, and Kim argue that there are originalist reasons for supporting student rights that Thomas ignores. In the end, this analysis not only highlights the limitations of originalist interpretative strategies, it also reminds us, more broadly, of a way to reconcile liberty and order in civic education.     

Analysis of accelerometer-derived interpersonal spatial proximities: A calibration,simulation, and validation study

The purpose of this study was to estimate distances from accelerometer-derived Bluetooth signals as a measure of interpersonal spatial proximity. Accelerometer-derived proximity data were collected indoors and outdoors over a 10m range to calibrate simulation models. Proximity data were simulated over 20m (indoor) and 50m (outdoor) ranges. Competing statistical and machine learning models were used to predict simulated distances; the Root-Mean-Square-Error (RMSE) was calculated. Simulation estimates were validated under conditions wherein a single beacon-receiver (SBR) and multiple beacons-receivers (MBR) collected proximity data indoors and outdoors within a ≤10m range. Simulation data showed that a Random Forest (RF) model performed optimally. The validated RF RMSE was ≤2.7 for SBR, and ≥90% of predicted distances were accurately classified as ≤10m. For MBR, ≥67% of predicted distances were accurately classified as ≤10m. Simulation and validation data suggest that distances can be estimated from accelerometer-derived proximity data within a 20m range using a SBR.     

Low-cost method of removing periodical duplicates using a collection growth formula at a medium-sized academic library

The authors detail a low-cost, two-phased formula-based approach to bound periodical weeding at a medium-sized academic library with the goal of opening space for five years' growth, while still meeting user needs. Phase I included weeding bound titles with overlapping microfilm holdings. Phase II used the following criteria to determine which titles to discard: (1) four or fewer items, (2) availability in the University of Wisconsin System, (3) usage statistics and online access, (4) department consultation. This article summarizes the design, implementation, and successful results of the project.