Adding scents to symbols: using food fragrances with deafblind young people making choices at mealtimes

This article is written by Heather Murdoch, research consultant for the Seashell Trust, Anne Gough, deputy headteacher at Royal School Manchester/Seashell Trust, Eileen Boothroyd, consultant for the Seashell Trust, and Kate Williams, a creative perfumer for Seven (PZ Cussons). It describes the use of food fragrances with deafblind students who are making lunchtime meal choices. The fragrances were added to picture symbols or objects of reference used to represent different menu options. A multiple case study, mixed methods design was used to evaluate three students' choice‐making before and after the introduction of the fragrances. Case study was chosen because of the complex and diverse needs created by deafblindness and because the project was an exploratory study of a new approach. The methods included semi‐structured interviews with students' 1:1 keyworkers and other staff, direct and videotaped observations of students' choice‐making, and written diary records of students' food choices and responses. The findings are necessarily tentative but support the use of food fragrances to assist students' understanding of mealtime choice‐making and their engagement with the process. The practicalities of using olfaction to support other sensory inputs are discussed, together with priorities for future research and practice in this area.     

Film Reference Works

Alvin H. Marill, Movies Made for Television: The Telefeature and the Mini-Series (Westport, Conn.: Arlington House, 1980—$29.95).

Eileen Bowser and John Kuiper, eds., A Handbook for Film Archives (FIAF, Couderberg 70, 1000 Brussels, Belgium— $40.00).

Just out is Peter Cowie, ed. International Film Guide 1981 (San Diego, Ca.: A.S. Barnes, 1981—$9.95, paper)

Charles Grande, The American Film Institute Seventh Annual Guide to Courses in Film and Television (Peterson's Guides, P.O. Box 123, Princeton, N.J. 08540—$11.50 plus $2.00 postage)

Patrick Robertson, Movie Facts and Feats: A Guiness Record Book (New York: Sterling Publishing, 1980—$21.50)

James L. Limbacker, Keeping Score: Film Music 1972-79 (Metuchen, N.J.: Scarecrow Press, 1981— $21.50)

Jerry C. Hostetler and Donald C. Winsor, Directory of United States Film and Video Festivals (write to Kathy Bury, Box 176-B, DeSoto, Ill. 62924—$5.00, spiral bound with $1.00 to cover postage)

Lubomyr Wynor and Lois Buttlar, Ethnic Film and Filmstrip Guide for Librarians and Media Centers: A Selected Filmography (Littleton, Colo.: Libraries Unlimited, 1980—$18.50, or $22.00 outside of U.S.)     

Images of a new sub-culture in the Australian university: Perceptions of non-nurse academics of the discipline of nursing

It is crucial to the development and credibility of the nursing profession that its knowledge base be recognised as legitimate scholarly endeavour by established members of academia. For that reason, this report concerns examination of the attitudes and values of a group of non-nurse academics employed in universities in Melbourne, Victoria, Australia and the degree to which they view nursing as an epistemic entity. Perceptions are considered within the dual contexts of recent major changes in nursing education and in academia. Naturalistic Inquiry, informed by a hermeneutic attitude, is employed as a heuristic to examine the sub-culture of nursing within the broad culture of academia. Analysis of extensive interview data provided by the contemplation of study participants provides emergent themes. Several metaphors are chosen to explicate the findings that nursing is largely perceived to be nebulous, atheoretical, and subservient to the medical profession. Implications are discussed and recommendations are made with the view to encourage modernisation of the university through improving internal communication and challenging traditional models of operations within the tertiary sector.     

Making meaningful decisions about time,workload and pedagogy in the digital age: the Course Resource Appraisal Model

This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses—online, blended or traditional face-to-face—make sense for them to provide. The tool calculates the difference between expenses and income over three iterations of the course and presents a pedagogical analysis of the learning experience provided. The article draws on a CRAM analysis of the costs and learning benefits of a massive open online course to show how the tool can illuminate the pedagogical and financial viability of a course of this kind.     

In practice: The multimedia CD as a new approach to first‐year reading programs

Buffalo State College's search for a text for its common reading ended not in the selection of a book but in the creation of a CD.The CD is now being used to spark conversations across the campus.