Review Essay: Sustainable Scholarship and the Rhetoric of Medicine

The Preface to Confessions of an English Opium‐Eater constitutes a fine example of what Thomas De Quincey called style in its “ministerial” capacity. He achieved the ends of this style in two ways: first, he adopted a strategy of accommodation and challenge, whereby he accepted the reader's viewpoint only to undermine and replace it with another; second, his “licentious” style rehearsed the reader in the activity requisite to understand the difficult, involved text which followed.     

REVIEW ESSAY: Somatography

A History and Criticism of American Public Address. vols. Edited by William Norwood Brigance. New York: McGraw‐Hill Book Co., Inc., 1943; pp. xvii + 1030. $10.00.

Dictionary of World Literature: Criticism, Forms, Technique. Edited by Joseph T. Shipley. New York: The Philosophical Library, 1943; pp. xvi + 633. $7.50.

Speech in Education: A Guide for the Classroom Teacher. By Ollie L. Backus. New York: Longmans, Green and Company, 1943; pp. 358 + xv. $2.75.

Gesture and Environment. By David Efron. Sketches by Stuyvesant Van Veen. Foreword by Franz Boas. New York: King's Crown Press, 1941; pp. 184 + x.

The Film Sense. By Sergei Eisenstein. Translated and edited by Jay Leyda. Harcourt, Brace; pp. 288. $3.00.

Pioneering in Psychology. By Carl E. Seashore. University of Iowa Studies, No. 398. Iowa City, Iowa: University of Iowa Press, 1942; pp. 232.

A Federal Sales Tax. Compiled by E. R. Nichols. New York: The H. W. Wilson Co., 1942; pp. 259. $1.25. Wagesand Prices Complied by Robert E. Summers. New York :The H. W. Wilson Co., 1942; pp 219.$1.25.

The Defective in Speech. By Mildred Freberg Berry and Jon Eisenson. New York: F. S. Crofts &; Co., 1942; pp. 426. $3.00.

Interpretative Reading. By Sara Lowery and Gertrude E. Johnson. New York. D. Appleton‐Century, 1942; pp. xx + 607.

Inner Springs. By Frances Lester Warner. Boston: Houghton Mifflin Company, 1943; pp. 189.

The Penguin Hansard, Vols. 1–5. Taken verbatim from the House of Commons Official Report of Parliamentary Debates. Har‐mondsworth, Middlesex, England, and New York: Penguin Books, Ltd., 1940–1942; pp. app. 300 in each vol. $.25.

The General Basic English Dictionary. Edited by C. K. Ogden with the help of a committee of the Orthological Institute. New York: W. W. Norton &; Co., 1942; pp. x + 441. $2.50.

War Words: Recommended Pronunciations. By W. Cabell Greet. New York: Published for the Columbia Broadcasting System by Columbia University Press, 1943; pp. 137. $1.50.

English Usage. By Arthur G. Kennedy. New York: D. Appleton‐Century Company, 1942; pp. xi, 166. $1.25.

The Best One‐Act Plays of 1942. Edited by Margaret Mayorga. New York: Dodd, Mead and Company, 1943; pp. 265. $2.50.

25 Non‐Royalty American Comedies. Compiled by William Kozlenko. New York: Greenberg, 1943; pp. 430. $2.50.

The Writer's Radio Theatre, 1941. Edited by Norman S. Weiser. New York: Harper and Brothers, 1943. $2.00.

Speeches and Documents in American History, Vol. IV: 1914–1939. (No. 491, The World's Classics.) Selected and edited by Robert Birley. London: Oxford University Press, 1942; pp. xix + 300. $.95.     

Review Essay: Post-Traumatic Memories around the Globe

The Work of Preaching. By Arthur I. Hqyt. New edition. New York: The Macmillan Company, 1917. Cloth, pp. 389, Price $1.50.

Speech‐making. By R. D. T. Hollister. Ann Arbor, Michigan, George Wahr, 1918. Cloth, pp. 386.

Amateur and Educational Dramatics. By Evelyn Hilliard, Theodora McCormick, and Kate Oglebay. New York: The Macmillan Company, 1917. Cloth, pp. 169. Price $1.00.

The Aesthetics of Motion. By George H. Browne. The Turner Publishing Co., New Ulm, Minn. Pp. 46.

Winning Orations (in Contests of the Inter‐Collegiate Prohibition Association). Edited By Harry S. Warner, Chicago, Inter‐Collegiate Prohibition Association, 1917. Paper, pp. 184. Price 35c.

War Shock. By Eder, M.D. P. Blakiston's Sons &; Co., Philadelphia, 1917 Pp. 152.

Oral English. (The bulletin of the Alabama Polytechnic Institute, Auburn). Vol. 12, No. 8. October, 1917. Paper, pp. 55.     

Understanding the Why Behind the How in Reading Instruction

One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers.     

Telephone Interviewing Practices within Academic Libraries

This study explores the use of telephone interviews within academic libraries by surveying the 112 academic institutional members of the Association of Research Libraries to identify how telephone interviews are utilized. By comparing the literature to the research results, the authors conclude with best practices for telephone interviews.     

When parenting does not ‘come naturally’: providers’ perspectives on parenting education for incarcerated mothers and fathers

Learning to parent sensitively and safely can be challenging for adults with childhood abuse and neglect experiences. Such childhood experiences are prevalent among incarcerated parents whose ability to parent their own children is also limited by separation from them. Several prisons have developed programs to foster pro-social parenting skills among incarcerated mothers and fathers to assist them on release. This paper reports a qualitative research study that explored the factors affecting the delivery and outcomes of parenting programs in correctional facilities in New South Wales Australia from the perspective of individuals involved in developing and implementing the programs. Thematic analysis of 19 interviews identified two main themes: supporting parents’ learning in correctional settings and providers’ learning about parent education in correctional settings. Respondents reported the benefits of providing creative learning opportunities enabling parents to build on their strengths and to develop relationships. These factors contributed to changing prisoners’ attitudes and supporting them to consider alternative parenting approaches. The co-productive approach to parent education supported enhanced parenting knowledge among parents and greater insights among educators. Parenting education can be successfully delivered in correctional settings and can assist incarcerated parents to build on existing knowledge and adapt it to their own needs.     

Where Theories of Mind Meet Magic: The Development of Children's Beliefs about Wishing

In two studies, we probed children's beliefs about wishing. In Study 1, we gathered initial data on 50 3- to 6-year-old children's concepts of wishing and beliefs about its efficacy, with both a semistructured interview and a variety of tasks. Results revealed considerable knowledge about wishing in young children, along with an age-related decrease in beliefs about its efficacy. Parents were not found to encourage differently the beliefs of children at different ages, nor were they found to begin actively discouraging such beliefs at any particular age. A moderate relation was found between environmental supports for wishing and children's beliefs in its efficacy. In Study 2, we continued to probe these issues and also address the nature of the broader conceptual context in which children situate their beliefs about wishing. Participants were 92 3- to 6-year-old children. Results of this study suggest that children may reconcile beliefs in the efficacy of wishing with knowledge about everyday mental-physical relations by situating these beliefs more within their emerging beliefs about magic than within their theories of mind.