Football in the capital: a local study with national consequences

By the late 1850s, clubs were formed in England with the sole purpose of playing football. Many began in the London area where, in the autumn of 1863 the Football Association held its first meetings. The people behind the capital’s upsurge of interest came mainly from the four major public schools in and around London – Eton, Westminster, Harrow and Charterhouse – and former pupils of these institutions were prominent in establishing the local subculture. It is suggested in this article that the members of these early London clubs were the architects of the form of the game which became known as Association Football, an amalgam of the varieties being played at the aforementioned London public schools. The adherents to other forms which had existed in different parts of the country eventually discarded their cherished versions in favour of what had become, in short, a public school-inspired modern sport-form.     

The making of modern soccer: a product of multiple interdependencies

ABSTRACT

Over the past two decades, academics have robustly debated the early history of the game of football. Initially, support polarized around two conflicting paradigms, the predominance of public school influence against the impact of a more working class subculture. However, in recent years, scholars have concluded that this simplistic account lacks the depth of research required to clarify the more subtle nuances involved in the topic. In short, the undertaking of more locally based studies has revealed the sport’s history to be a far more multifaceted narrative. These apparently disjointed yet crucial local events, moments and memories in the early history of the game thus provide a nuanced perspective to trace the roots of modern soccer. In this article there will be an attempt to locate the state of play and endeavour to examine briefly more recent contributions and potentially move forward what has, to some, become an esoteric exercise.     

Individualized Care in Practice: Communication Strategies of Nursing Aides and Residents in Nursing Homes

Individualizing care in nursing homes can be difficult and complex. The purpose of this study is to characterize the meaning of and experiences with individualized care from the perspectives of both nursing aides and nursing-home residents. Eight focus groups of nursing aides (N =17) and residents (N=15) from two nursing homes generated four dialectical themes related to communication strategies: (a) getting to know versus maintaining a protective distance, (b) mutual respect versus disrespect, (c) avoiding versus addressing conflict, and (d) equity versus perceived favoritism. These findings suggest dialectics in how interpersonal communication affects individualized care from the perspectives of both nursing aides and residents.     

IT artifact bias: How exogenous predilections influence organizational information system paradigms

Efforts in IS research have long sought to bridge the gap between the information technology (IT) function and strategic business interests. People perceive affordances (possibilities for action) in information technology artifacts differently as cognitive structures (schema) which bias individual focus. This study explores how an individual's tendency to perceive the ‘trees’ in an IT ‘forest’ (artifact preference) affects their assessment of efforts to achieve more effective IT outcomes. The effect is demonstrated using a relatively simple IT success model. Further, in a sample of 120 survey responses supported by ten semi-structured interviews, we demonstrate that job role and organizational IT complexity systematically impact artifact perception. A better understanding of IT artifact bias promises to help organizations better assess information systems.     

Little Changes to Interlibrary Loan Services Make a Big Difference at a Small Academic Library

Over the past five years, McGrath Library at Hilbert College has made its interlibrary loan services more convenient, efficient, and beneficial to both students and faculty. As a direct result, use of ILL has increased. This article discusses what small changes McGrath Library has made to improve interlibrary loan services and how these changes benefit both students and faculty. Just a few little changes have added up to a big increase in interlibrary loan use at McGrath.     

A Review of: “Health Informatics for Medical Librarians. Cleveland,Ana D. and Cleveland,Donald B.”

This article is a retrospective look at the changes in hospital libraries from 1970 to 2014 based on the author's experience and a survey of the literature related to hospital libraries indexed in PubMed from 1970 to the present. New roles for librarians and methods for conveying the value of libraries to administrators are described.     

A Feasibility Study of a Full Integration Model Developed for a Group of Students Classified as Mildly Intellectually Disabled

The feasibility of a functional full‐time integration model was examined by comparing the academic and social achievement of two groups of 13 students with mild intellectual disabilities who had been randomly allocated to either age‐appropriate mainstream classes or to a segregated special class. Both groups of students had previously attended special classes in a support unit catering for students with mild intellectual disabilities and had been taught by two special education teachers. During the experimental phase, one teacher remained in the unit while the other acted as a resource teacher for both integrated students with disabilities and regular low progress students in mainstream classes to which the students with disabilities had been allocated. After a 16 week intervention, the results indicated that the integrated students improved significantly more than their segregated counterparts on measures of decoding and mathematics as well as in time spent playing with regular peers. Furthermore, in one regular classroom where the resource teacher had established a mastery learning/cooperative group procedure, both regular students and those with disabilities improved significantly more in academic skills than a parallel group in a traditionally organized classroom. While it is recognised that teacher effects cannot be partialled out in such an intervention, the implications of these results for extending special education services into the mainstream rather than isolating them within special classes are discussed.