Some ethical dimensions of cochlear implantation for deaf children and their families

A major source of controversy between Deaf people and those who support a "social/cultural" view of Deafness as "a life to be lived" and those who see deafness within a "medical model" as a "condition to be cured" has been over the cochlear implantation of young deaf children. Recent research has shown that there are noticeable inequities in access to such procedures in western countries; inequities that give rise to the need for informed public policy discussions. It has also found that parents of newly diagnosed deaf children are not provided with access to all the possibilities for their children-including that of a "Deaf life." How this information can be provided to parents and the public via widespread discussions in the media and elsewhere and involving Deaf people in the implantation counseling process is an issue that needs to be addressed by those responsible for implantation programs.     

Learning English from signed English: an impossible task?

A sample of elementary school- and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the students' test scores and of the written language of their stories were undertaken. It was found that classroom use of ASE was of benefit to these students in developing English and telling a story in writing, but that there were complex aspects of syntax that required special teaching. The implications for the use of Signed English systems and the teaching of English to deaf students who use Signed English communication are examined.     

Investigating the impact of flexible furniture in the elementary classroom

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...     

Fungal diversity on fallen leaves of Ficus in northern Thailand

Fallen leaves of Ficus altissima, F. virens, F. benjamina, F. fistulosa and F. semicordata, were collected in Chiang Mai Province in northern Thailand and examined for fungi. Eighty taxa were identified, comprising 56 anamorphic taxa, 23 ascomycetes and 1 basidiomycete. Common fungal species occurring on five host species with high frequency of occurrence were Beltraniella nilgirica, Lasiodiplodia theobromae, Ophioceras leptosporum, Periconia byssoides and Septonema harknessi. Colletotrichum and Stachybotrys were also common genera. The leaves of different Ficus species supported diverse fungal taxa, and the fungal assemblages on the different hosts showed varying overlap. The fungal diversity of saprobes at the host species level is discussed.     

The Critically Designed Garden

This article is concerned with design applied to gardens, using examples from the Chelsea Flower Show in London. There is a discussion of those show gardens that represented Syrian refugees’ gardens in Iraq and the Windrush generation immigration to the UK. The garden designs combine the aesthetics of organic materials and spatial architecture with an implicit critique of topical contemporary social issues. The article concludes by commenting on the risks posed by the reduced and impoverished UK arts education policies for producing the next generation of applied design practitioners.     

Production Books

UNDERSTANDING TELEVISION PRODUCTION by Frank Iezzi (Englewood Cliffs, New Jersey: Prentice-Hall, 1984—$18.95/$9.95).

VIDEO TECHNIQUES by Gordon White (Stoneham, Massachusetts: Focal Press, 1982—$31.95).

TELEVISION AND RADIO ANNOUNCING by Stuart Hyde (Boston: Houghton Mifflin, 1983—$24.95).     

THE SOCIALIZING VALUE OF FRATERNITY LIFE

There are new ways to deal with the Bible in order that children and adolescents may find its compelling meaning in today's world. Professor Neidhart's approach is an important one     

Children’s Physiological and Emotional Reactions to Witnessing Bullying Predict Bystander Intervention

Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy‐nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self‐reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children.