Teaching Interprofessional Practice: An Exploratory Course Assignment in Social Work and Speech Language Pathology

The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing multidisciplinary teams is an effective method of practice when serving children who are developmentally delayed or challenged, yet there is little information in the literature regarding the quantity, quality, and efficacy of collaboration among professional disciplines serving child populations. This article addresses the identified gap in the pedagogical literature regarding collaborative case management approaches between social workers (SWKs) and speech language pathologists (SLPs) using a case example describing a child in need of early intervention services. Following the case study, sample assessment questions are provided (utilizing the professional standards from both SWK and SLP) as a measure of professional competency and practice behavior. Finally, a discussion of the practical ways SWKs and SLPs can be trained in order to be mutually supportive in meeting the needs of children requiring multidisciplinary services through a collaborative or trans-team approach is provided.     

Parents,professionals and ADHD: what the papers say

Attention Deficit Hyperactivity Disorder (ADHD) has risen rapidly to public and professional prominence in the UK in recent years. In this paper, we explore some issues that emerge from an analysis of newspaper articles on ADHD and look at the discourses that are constructed discourses which contribute to defining what ADHD is, through argument and counter-argument. We contextualize these arguments in a developing consumerism and the changing relationships between the public and experts.     

A Twin Study into the Genetic and Environmental Influences on Academic Performance in Science in nine‐year‐old Boys and Girls

We investigated for the first time the genetic and environmental aetiology behind scientific achievement in primary school children, with a special focus on possible aetiological differences for boys and girls. For a representative community sample of 2,602 twin pairs assessed at age nine years, scientific achievement in school was rated by teachers based on National Curriculum criteria in three domains: Scientific Enquiry, Life Processes, and Physical Processes. Results indicate that genetic influences account for over 60% of the variance in scientific achievement, with environmental influences accounting for the remaining variance. Environmental influences were mainly of the non‐shared variety, suggesting that children from the same family experience school environments differently. An analysis of sex differences considering differences in means, variances, and aetiology of individual differences found only differences in variance between the sexes, with boys showing greater variance in performance than girls.     

Middle-class young women: agentic sexual subjects?

There are a number of gaps in current understandings of the links between young femininities, agency and social class. Building on recent work, we examine how closely young middle-class women in one fee-paying school in England take up so-called top girl discourses and explore whether and how such discursive positions are linked to agentic practice within sexual and intimate relationships. Only one young woman in our study appeared to relatively successfully embody the idea of a ‘top girl’ and, through the use of an ‘I am powerful’ narrative voice, appeared also to demonstrate the most sustained, agentic approach to her sexual and intimate relationships, as well as many other parts of her life. Although other young women also drew on this idea of themselves as powerful, their narratives demonstrated fewer moments of agency, largely because they desired equally confident, assertive men as their partners (whom they understood would be dominant to them).     

Education for citizenship in Key Stages 1 and 2

ABSTRACT

This paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.     

Let them eat Shakespeare: prescribed authors and the National Curriculum

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum.     

Rogue Waves,Remakes, and Resurrections: Allegorical Displacement and Screen Memory in Poseidon

Poseidon, the 2006 remake of the Vietnam-era disaster film The Poseidon Adventure, functions rhetorically as a symptomatic response to the historical trauma(s) of 9/11, revising the narrative of its cinematic predecessor and producing a screen memory that marks the changed cultural and historical context that demanded its repetition in the first place. Operating in an allegorical register, Poseidon displaces traumatic memories of 9/11 and thus contributes to the repetition and rewriting of traumatic history in search of mastery over tragic loss.     

On a Violence Unseen: The Womanly Object and Sacrificed Man

EXAMINING FOR APHASIA: A MANUAL FOR THE EXAMINATION OF APHASIA AND RELATED DISTURBANCES. By Jon Eisenson (Rev. ed.) New York: Psychological Corp., 1954; pp. 78. $3.50.

HANDBOOK FOR DISCUSSION LEADERS. By J. Jeffery Auer and Henry Lee Ewbank. (Rev. ed.) New York: Harper &; Brothers, 1954; pp. 153. $2.50.

THE CHILD'S BOOK OF SPEECH SOUNDS. By Sylvia Chipman. Magnolia, Massachusetts: Expression Co., 1954; pp. 43. $1.25.

RHETORIC AT ROME: A HISTORICAL SURVEY. By M. L. Clarke. London: Cohen and West Ltd., 1953; pp. 203. 21s.

HUGH ROY CULLEN: A STORY OF AMERICAN OPPORTUNITY. By Ed Kilman and Theon Wright. New York: Prentice‐Hall, Inc., 1954: pp. viii+376. $4.00.

MASTERS OF THE DRAMA. By John Gassner. (Third Edition, Revised and Enlarged). New York: Dover Publications, Inc., 1954; pp. xxii+890. $5.95.

THE TRAGEDIES OF GEORGE CHAPMAN: RENAISSANCE ETHICS IN ACTION. By Ennis Rees. Cambridge: Harvard University Press, 1954; pp. 235. $4.50.

EDWARD ARLINGTON ROBINSON: THE LITERARY BACKGROUND OF A TRADITIONAL POET. By Edwin S. Fussell. Berkeley: University of California Press, 1954; pp. 221. $3.50.

THE MODERN IRISH WRITERS: Cross Currents of Criticism. By Estella Ruth Taylor. Lawrence, Kansas: University of Kansas Press, 1954; pp. 176. $3.50.

THE ANGLICAN PULPIT TODAY: REPRESENTATIVE SERMONS BY LEADING PREACHERS OF THE ANGLICAN COMMUNION. Edited by Frank D. Gifford. New York: Morehouse‐Gorham Co., 1953; pp. 235. $3.50.

THE PROCESS AND EFFECTS OF MASS COMMUNICATION. Edited by Wilbur Schramm. Urbana: University of Illinois Press, 1954; pp. x+586. $6.00.

THE MENTAL HOSPITAL. By Alfred H. Stanton and Morris S. Schwartz. New York: Basic Books, Inc., 1954; pp. vii+484. $7.50.

STAGING TV PROGRAMS AND COMMERCIALS. By Robert J. Wade. New York: Hastings House, 1954; pp. xiii+216. $6.50.     

Enhancing fitness training adherence of elite netball players: An evaluation of Maddux's revised Theory of Planned Behaviour

An intervention based on the predictions of Maddux's revised Theory of Planned Behaviour was designed to improve fitness training adherence of a group of elite netball players. The intervention consisted of a persuasive communication and time management workshop, which targeted the social cognitive constructs of the theory. We adopted a multiple baseline across-individuals design over 14 weeks with 17 elite netball players. Baseline training adherence data were collected over the first 7 weeks. The targeted social cognitive constructs were assessed at baseline, post-intervention and follow-up. Large effect sizes for changes in training adherence from baseline to post-intervention were noted for 13 players (76%). Post-intervention analysis revealed significant changes in two of the targeted variables, perceived vulnerability and attitude towards current behaviour, suggesting that the intervention was associated with cognitive changes. Data from an intervention check provided additional evidence to support the efficacy of the intervention. A follow-up assessment over an additional 7 weeks showed that players' training frequency remained improved. The results support the view that the revised Theory of Planned Behaviour can help inform interventions that enhance the training adherence of elite netball players.     

The effect of induced alkalosis and submaximal cycling on neuromuscular response during sustained isometric contraction

Abstract

The aim of this study was to determine if inducing metabolic alkalosis would alter neuromuscular control after 50 min of standardized submaximal cycling. Eight trained male cyclists (mean age 32 years, s = 7; [Vdot]O_2max 62 ml · kg^?1 · min^?1, s = 8) ingested capsules containing either CaCO₃ (placebo) or NaHCO₃ (0.3 g · kg^?1 body mass) in eight doses over 2 h on two separate occasions, commencing 3 h before exercise. Participants performed three maximal isometric voluntary contractions (MVC) of the knee extensors while determining the central activation ratio by superimposing electrical stimulation both pre-ingestion and post-exercise, followed by a 50-s sustained maximal contraction in which force, EMG amplitude, and muscle fibre conduction velocity were assessed. Plasma pH, blood base excess, and plasma HCO₃ were higher (P < 0.01) during the NaHCO₃ trial. After cycling, muscle fibre conduction velocity was higher (P < 0.05) during the 50-s sustained maximal contraction with NaHCO₃ than with placebo (5.1 m · s^?1, s = 0.4 vs. 4.2 m · s^?1, s = 0.4) while the EMG amplitude remained the same. Force decline rate was less (P < 0.05) during alkalosis-sustained maximal contraction and no differences were shown in central activation ratio. These data indicate that induced metabolic alkalosis can increase muscle fibre conduction velocity following prolonged submaximal cycling.