Popular Illustration

Susan E. Meyer's America's Great Illustrators (New York: Harry Abrams, 1978—$35.00)

Donald Walton's A Rockwell Portrait: An Intimate Biography (Kansas City: Sheed, Andrews & McMeel, 1978—$12.95)

William Hillcourt's Norman Rockwell's World of Scouting (New York: Harry Abrams, 1977—$17.95)

Leonard S. Marcus' The American Store Window (New York: Whitney Library of Design/ Watson-Guptill, 1978—$25.00)

J.C. Cooper's An Illustrated Encyclopedia of Traditional Symbols (New York: Thames and Hudson, 1978— $14.95)

Cathy Guisewite's The Cathy Chronicles (Kansas City: Sheed, Andrews & McMeel, 1978—$12.95/7.95)

Frank Lohan's Pen and Ink Techniques (Chicago: Contemporary Books, 1978—$5.95)

Allen Hurlburt's The Grid: A Modular System for the Design and Production of Newspapers, Magazines, and Books (New York: Van Nostrand Reinhold, 1978—$16.95)

Edward Booth-Clibborn, ed. European Illustration 78/79 (New York: Hastings House, 1978— $47.50)

Ken Kesey's Sorcercers: A Collection of Fantasy Art (New York: Ballantine, 1978—$7.95, paper)

Rock Art: The Golden Age of Record Album Covers (New York: Ballantine, 1977—$8.95, paper)

David Sandison's Rockvisions: The Art of David Oxtoby (New York: Dutton, 1978—$8.95, paper)

Byron Preiss, ed. The Illustrated Roger Zelazny (New York: Baronet Publishing Co., 1978—$8.95, paper)

Ian Summers, ed. Tomorrow and Beyond: Masterpieces of Science Fiction Art (New York: Workman Publishing Co., 1978—$19.95/9.95)

Jose Pierre's An Illustrated Dictionary of Pop Art (London: Eyre Methuen/Woodbury, N.Y.: Barron's Educational Series, 1977—$3.95, paper)

Gene Baro's Graphicstudio U.S.F.: An Experiment in Art and Education (Brooklyn, N.Y.: Brooklyn Museum, 1978—price not given, paper)

Joni K. Miller & Lowry Thompson's The Rubber Stamp Album (New York: Workman Publishing Co., 1978—$12.50/6.95)     

Emerging roles for biomedical librarians: a survey of current practice,challenges, and changes

Objective:

This study is intended to (1) identify emerging roles for biomedical librarians and determine how common these roles are in a variety of library settings, (2) identify barriers to taking on new roles, and (3) determine how librarians are developing the capacity to take on new roles.

Methods:

A survey was conducted of librarians in biomedical settings.

Results:

Most biomedical librarians are taking on new roles. The most common roles selected by survey respondents include analysis and enhancement of user experiences, support for social media, support for systematic reviews, clinical informationist, help for faculty or staff with authorship issues, and implementation of researcher profiling and collaboration tools. Respondents in academic settings are more likely to report new roles than hospital librarians are, but some new roles are common in both settings. Respondents use a variety of methods to free up time for new roles, but predominant methods vary between directors and librarians and between academic and hospital respondents. Lack of time is the biggest barrier that librarians face when trying to adopt new roles. New roles are associated with increased collaboration with individuals and/or groups outside the library.

Conclusion and Implications:

This survey documents the widespread incorporation of new roles in biomedical libraries in the United States, as well as the barriers to adopting these roles and the means by which librarians are making time for them. The results of the survey can be used to inform strategic planning, succession planning, library education, and career development for biomedical librarians.     

Parent Involvement,African American Mothers,and the Politics of Educational Care

This paper explores the relationship between notions of parent involvement and conceptions of care as they relate to educators’ deficit perceptions of African American mothers. Black feminist and womanist interpretations of the ethic of care are used to reframe the biased discourse on parent involvement in schools. Specific consideration is given to how educational scholarship can better acknowledge African American mothers’ race-based, gendered, and class-related contexts. Data from an in-depth, qualitative study of the educational experiences, values, and choices of low-income and working-class African American mothers inform the discussion. The study offers insight about the care and justice-seeking efforts of African American women. Implications for revising parent involvement typologies and strengthening school-family relationships according to a culturally relevant framework are emphasized.     

Preparing early childhood teachers for real-time and postdisaster classrooms: invisible capes and specialized planning

ABSTRACT

This essay addresses two types of disasters that can affect early childhood classrooms, which deserve more attention during teacher preparation. The first includes such natural phenomena as earthquakes and hurricanes, as well man-made events, such as fires and, incredibly, school shootings. They are almost always unexpected and happen in real time. Without question, they requires teachers’ immediate, direct, and complete commitment. The second type is a disaster that has passed, but requires a focused and specialized curriculum when children return to school. The critically important role of early childhood teachers as “first responders” or “helpers” during and after disaster is discussed, along with best practices related to a “pedagogy of meaning” during these times.     

Early intervention in emotional and behavioural difficulties: the role of Nurture Groups

ABSTRACT

This paper reports on the use of Nurture Groups (NGs) in mainstream infant schools as a promising example of an approach to early intervention for children with emotional and behavioural difficulties. The paper describes the philosophy and nature of NGs and offers empirical evidence supporting their effectiveness. It also describes a diagnostic tool designed to assist in the identification and monitoring of children requiring placement in NGs. In addition, the paper provides a brief account of an empirical study of staff attitudes towards and beliefs about NGs.     

“It had no voice to it”: Sydney Pollack's film translation of Isak Dinesen's out of Africa

Through a thematic analysis, this study investigates the rhetorical implications of Sydney Pollack's translation of Isak Dinesen's autobiographical texts. Specifically, the essay argues that Pollack's film uses strategies of transference, redefinition, antithesis, and displacement to renarrate Dinesen's writings, resulting in a depoliticized romantic adventure. These strategies marginalize, or mute altogether, pivotal elements of Dinesen's texts and life, including her complex voice and unconventional beliefs regarding the role of women, of race, and of colonialism. The consequence of Pollack's translation is a film narrative that honors patriarchal norms and cinematic conventions while fundamentally misrepresenting Dinesen and her life stories.     

Contemporary approaches to learning science: technologically-mediated practical work

This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to reform them. We focus on issues pertaining to science curriculum and textbooks, language, religion, student learning in science, science teacher education and science education research and summarise the challenges and opportunities for research faced in each area. We conclude the paper by proposing a set of policy and research recommendations that could aid in the development of lasting solutions for recurring problems.     

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds,Water Quality,and Stream Monitoring

Abstract

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring.     

The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks

We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to interpret evidence and the like) required to carry out an open-ended science investigation. Our chosen method of analysis is Charles Ragin’s Fuzzy Set Qualitative Comparative Analysis which we introduce in the paper. Comparing the performance of undergraduate students on two investigation tasks which differ with regard to the amount of substantive content, we demonstrate that both substantive understanding and an understanding of ideas about evidence are jointly involved in carrying out such tasks competently. It might be expected that substantive knowledge is less important when carrying out an investigation with little substantive demand. However, we find that the contribution of substantive understanding and an understanding of ideas about evidence is remarkably similar for both tasks. We discuss possible reasons for our findings.

Building a Culture of Respect Across Genders: Eliminating Sexual Misconduct

Clinical staff members at virtually all college counseling centers provide therapy for victims of sexual misconduct experiences such as sexual assault, sexual harassment, relationship violence, and stalking. A number of college counseling center counselors are also involved in primary, secondary, and tertiary sexual assault prevention efforts. This article develops a model of prevention based on the twin principles of affirmative consent and bystander intervention. We begin with a review of research on sexual assault prevention on campus. We then illustrate this model as it was developed and implemented at a particular institution over the past two decades. We provide effectiveness data in the form of event participation rates, satisfaction measures, and learning outcomes to demonstrate the results of this comprehensive approach. Finally, we end with recommendations for further development of prevention efforts.