Challenging Educational Assumptions: Lessons from an Italian-American collaboration

In this paper, the authors argue that in order to create a curriculum of the future, we need to re-evaluate at least four key assumptions about teaching and learning that have guided educational decisions in the past. These assumptions are: learning is the result of individual, rather than group, activity; teachers are consumers, rather than generators, of theory; assessment is concerned with evaluating learning outcomes, rather than learning processes; teaching and learning are primarily cognitive, rather than aesthetic, ethical or affective, acts. Drawing on recent cross-cultural research, the authors use the example of the municipal pre-schools and infant-toddler centres of Reggio Emilia, Italy, to challenge these assumptions and suggest alternative ways for imagining classrooms of the future.     

Application of the LaGrange polynomial in skeletal muscle fatigue analysis

The percentage of decrement in torque and the number of serial contractions are mutually exclusive methodological controls in the study of muscular fatigue. This paper examines the feasibility of using the LaGrange polynomial in the analysis of voluntary muscular fatigue patterns. Twenty-one men (ages 20-60 years) reported to the orthopedic biomechanics laboratory on 2 days separated by 4 months. During both sessions, participants completed three maximal isokinetic (180 deg x s(-1)) contractions of the knee extensors to serve as baseline, before starting the fatigue protocol. The fatigue protocol consisted of serial contractions until a 50% strength decrement was reached. The LaGrange polynomial was first used to interpolate the individual fatigue pattern for each participant into 15 data points (trials). Data analysis was then conducted on these 15 data points. Intraclass correlation analysis of variance showed that the reliability of baseline torque was very good (.93). Baseline torque, the average of three trials, exhibited a 5.4 Nm (6%) increase from the first to second test session (p < .05). The mean level of torque, average of the 15-point fatigue pattern, also increased 7.5 Nm (15%) on the second test session (p < .05). The classic torque deficit for the first trial of a fatigue series was preserved by the interpolation method. Serial contractions resulted in an average decrease in torque of 29.5 Nm (50%) from the first to last trial (p <.05). The interpolation method also retained the linear and quadratic trend components commonly observed for isometric and isokinetic fatigue patterns. The two trend components accounted for 94.7% of the total trial variance. It was concluded that the LaGrange polynomial used to interpolate fatigue patterns to fewer data points was successful.     

Alternative research paradigms in the analysis of mnemonics

Four types of comparisons for evaluation of mnemonics are identified, two based on equating exposure to the critical to-be-learned associations and two based on total study time. Two experiments on a new mnemonic, the cueword method, are reported, each of which incorporated three of the four comparison procedures. In general, the cueword method proved useful only in comparisons involving control of exposures to the critical to-be-learned associations. The experiments illustrated how highly analytical experiments on mnemonics can be conducted, and the results illustrated that choice of comparison in mnemonics research can greatly affect the evaluation of a mnemonic. General design suggestions for mnemonics research are made.     

Transcending widgets: the nature of technical services

This paper was presented as the keynote address at the Ohio Library Council, Technical Services Division conference,“Technical Services, 2003: Inspiration, Example, Synthesis” at Mohican State Park, Ohio, May 7, 2003. The keynote was to fill the role of “inspiration.” The author considers why technical services personnel may feel isolated, misunderstood, or dispensable; why technical services personnel may be misunderstood or underappreciated by others; the nature and mission of librarianship and how technical services relates to them; the consequences of having a bad image and a bad self-image; and how harmful opinions and actions might be countered.     

Establishing the Reliability and Developmental Validity of a Neurobehavioral Assessment for Preterm Infants: A Methodological Process

The Neurobehavioral Assessment of the Preterm Infant was developed in 3 phases: a pilot study, an exploratory study, and a validation study. In the exploratory study, clusters characterized by conceptual cohesion and face validity were systematically subjected to statistical analyses to determine whether they also had high test-retest reliability and developmental validity. In the validation study, a shortened version of the test was used with an independent cohort of 290 preterm infants. A step-by-step methodological process was used to test whether the results from the exploratory study would generalize over cohorts, different versions of the test, different hospitals, and changes in examiners. This process yielded 7 highly stable, developmentally valid, and representative preterm neurobehavioral functions that generalized over the exploratory and the validation studies. These were: motor development and vigor, scarf sign, popliteal angle, alertness and orientation, percent asleep ratings, irritability, and vigor of crying.     

Clinical librarianship in the UK: temporary trend or permanent profession? Part II: present challenges and future opportunities

BACKGROUND: This article is the second part of a two-part series reporting a study of the role of the Clinical Librarian (CL) in the UK. METHODS: A qualitative method of semi-structured interviews was used to explore in-depth the role of the CL. The interviews provided a rich source of data and give insight into this new and emerging role as practised in the National Health Service (NHS). Similarities and differences are examined between the CL population and reported within themes, specifically: personal qualities and skills required, training for the CLs, marketing the CL service, working in the clinical environment, monitoring and evaluation and the acceptance of the CL in the NHS. RESULTS: A common understanding of the skills and knowledge required to undertake the CL role was shared by the respondents. However, practice differed as this was often dictated by local circumstances. The study confirmed the need for the CLs to work with clinical colleagues in the clinical setting to enhance patient care. CONCLUSION: The importance of using best evidence to support patient care is a message that is slowly becoming the norm in the NHS and the CL role in this practice is demonstrated by this study.