Value transfer in concurrent-schedule discriminations by pigeons

When pigeons are trained on a discrete-trial simultaneous discrimination, some of the value associated with the positive stimulus appears to transfer to the negative stimulus (Zentall & Sherburne, 1994). Pigeons preferred a negative stimulus that had been discriminated from an always-positive stimulus (S+) over a negative stimulus that had been discriminated from a sometimes-positive stimulus (S±). A very different finding (suggestive of transitivity of preference or contrast) was reported by Belke (1992). On concurrent probe tests of stimuli associated with equal variable interval (VI) schedules but originally trained in alternative concurrent pairs (one with a richer schedule, the other with a poorer schedule—VI 20 sec vs. VI 40 sec and VI 40 sec vs. VI 80 sec), the stimulus originally paired with the poorer schedule was preferred. But Belke’s results may have been obtained because the pigeons had been trained to peck the VI 40 sec paired with the poorer schedule and they had been trained not to peck the VI 40 sec paired with the richer schedule. In the present experiment, we avoided this bias by training pigeons on two concurrent schedules in which the tested stimuli both had been associated with the poorer schedule of the pair [A(VI 20 sec) vs. B(VI 80 sec) and C(VI 40 sec) vs. D(VI 80 sec)]. Evidence for value transfer was demonstrated when on probe trials pigeons preferred B over D.     

Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.     

How are medical students trained to locate biomedical information to practice evidence-based medicine? a review of the 2007–2012 literature

Objectives:

This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level.

Methods:

The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.

Results:

Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate.

Conclusions:

This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.

Implications:

The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments.     

ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools, implementation of Reading First and other intensive data-driven reading initiatives has not included students considered to have significant disabilities or has led to increased pull-out or separate remediation services. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. We discuss how schools can creatively utilize staff and scheduling to maximize push-in support and encourage interdisciplinary and data-driven problem solving to provide meaningful guidance for reading instruction for the benefit of all students.     

The Influence of the Congruence Between Brand and Consumer Personality on the Loyalty to Print and Online Issues of Magazine Brands

An important development in the theory of brands has been the concept of a brand personality as part of the brand image. The construct of congruence relates the personality of brands to the self-concept of consumers. It is assumed that congruence between the recipient's perception of his or her own personality and his or her perception of the brand personality leads to a higher degree of loyalty. The congruence construct has been proven to be a loyalty-promoting factor in various studies for consumer good brands. Whether the influence of congruence also exists with regard to media brands has, however, not yet been examined. As a step to close the gap, this research explores the effects of congruence on consumer loyalty in the media, taking the leading German news magazine brands— Focus, Spiegel, and Stern—which are published in print and online, as a case. The study uses a structural equation model, which is estimated by the partial least squares method, based on a questionnaire answered by 736 respondents. The model was tested for all respondents and those with print and online preference separately. As a result, the influence of congruence on loyalty could also be detected in our media case. Differences of the impact within the models for print and online give rise to the assumption that a differentiated approach to brand management in these two fields has to be taken into consideration.     

The Dynamic Library

The Dynamic Library: Organizing Knowledge at the Sitterwerk – Precedents and Possibilities, Soberscove Press, 2015, is a compilation of essays on a symposium about new systems of knowledge organization. The symposium, Archives of the Future: New Orders of Knowledge at the Sitterwerk was held at the Sitterwerk art library, material archive, and exhibition space in St. Gallen Switzerland, November 2011. It brought together professionals from libraries, academia, and technology to brainstorm and share current work on future systems of organization. The Dynamic Library is a book that offers inspiration and opportunities for lively discussions within academic libraries.     

Inclusion,exclusion and marginalisation

This article considers issues relating to the marginalisation and inclusion of pupils in a secondary school. It takes the perspective of a teacher researcher examining her everyday teaching in such a school. It has a particular focus on some black boys learning French. The article critically examines the social norms that (a) define the relations between teachers and pupils within classroom situations, (b) guide the researcher's relationship to the researched. It draws on recent psycho-analytical theory in providing an account of how children in school construct their own identity with particular reference to ethnicity and gender     

Assessing womanist thought: The rhetoric of Susan L. Taylor

This essay focuses on the rhetoric of Susan L. Taylor, communications director and former editor of Essence, a national magazine targeted to African American women. Taylor is also the author of the magazine's monthly column, “In the Spirit.” Her monthly columns focusing on African American women's empowerment epitomize the tenets of womanist epistemology and methodology and therefore are worthy of scholarly attention.