Healthy Birth Practice #3: Bring a Loved One,Friend, or Doula for Continuous Support

All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007.     

ARL Cataloger Librarian Roles and Responsibilities Now and In the Future

This article details the results of a 2011 study of cataloger librarians’ changing roles and responsibilities at academic Association of Research Libraries. The study participants, cataloging department heads, report that cataloger librarian roles are expanding to include cataloging more electronic resources and local hidden collections in addition to print materials. They are also creating non-MARC metadata. The increased usage of vendor products and services is also affecting the roles of cataloger librarians at some institutions. The article explores what skills cataloger librarians will need in the future and how libraries are providing training for that future.     

'I never thought they would enjoy the fun of science just like ordinary children do'– Exploring science experiences with early years teacher training students and children with severe and profound learning difficulties

Alison Bishop and Phyllis Jones both work in the School of Education at Northumbria University where they teach on undergraduate and postgraduate programmes. Phyllis Jones specialises in disability issues and Alison Bishop focuses on early years education. For the project described in this paper, they combined their areas of expertise, devising a small–scale research project to explore the experiences of a group of early years science specialist student teachers as they took part in workshops with a group of early years children with severe and profound learning difficulties. The research explores the changing attitudes and perceptions of the students with regard to the learning and teaching of science with young children. It becomes clear that there is a realization for many students that science can make a significant contribution to the education of children with severe and profound learning difficulties in the early years. The authors also discuss the need for training to equip the students to meet the challenges and rewards of working with children with severe and profound learning difficulties in their future teaching careers.     

Bibliographic control of medical illustrations--a case study in the development of a library subsystem: II. Project implementation

This second part of a two-part paper describes how the University of California, San Francisco (UCSF) Library implemented a bibliographic control system for a medical illustrations collection. Discussed are the staffing of the project, the design of formats and computer programs, further design changes, the input process, quality evaluation of the illustrations, and production and distribution of the control products (printed indexes and microfiche replicas). The report ends with a note on the applicability of the UCSF system to other libraries, and some benefits of the project.     

The effect of warm up on single and intermittent-sprint performance

Lack of benefit of warm up on prolonged intermittent-sprint performance has been proposed to be due to use of a pacing strategy by participants. To investigate this, twelve participants performed four cycle trials that consisted of either prolonged intermittent-sprint performance (80 min) or single-sprint performance (4 s), with or without a warm up. The first-sprint of intermittent-sprint performance was also assessed. No interaction effects (P > 0.05) were found between trials for intermittent-sprint performance for total work (J · kg(-1)), or percentage work and power decrement. Work done during the first-sprint of intermittent-sprint performance (no warm up) was less (P < 0.001) than the first-sprint of intermittent-sprint performance (warm up; effect size (ES) = 0.59) and both single-sprint trials (warm up and no warm up; ES = 0.91, 0.75, respectively). Peak power (W · kg(-1)) for single-sprint (warm up) was greater (P < 0.05) than single-sprint (no warm up), and the first-sprint of intermittent-sprint performance (warm up and no warm up). Warm up improved single-sprint performance and the first sprint of intermittent-sprint performance. Use of a pacing strategy probably resulted in similar intermittent-sprint performance between trials. These results suggest that team-sport players should perform a warm up at the start of a game or before substitution during a game.     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

Prisons of the mind: Lessons learned from home confinement

As conservative political ideologies have shifted U.S. correctional policies toward a justice model orientation, efforts to escalate the “pains of imprisonment” have become increasingly prevalent. Although these attempts to enhance the punishing aspects of incarceration are primarily driven by political grandstanding and emotional appeal, it is not uncommon for today's postsecondary students to enter the classroom with punitive attitudes similarly based on rhetoric and emotion. Yet correctional students cannot be expected to develop an empathetic appreciation for the intrinsically punishing nature of confinement itself through traditional classroom techniques that rely exclusively on the cognitive dimensions of learning. In an effort to broaden personal perspectives on punishment by engaging the affective domain, students in an introductory corrections class participated in a simulated 48-hour confinement exercise. The intent was to enhance empathy for the intrinsic discomfort of imprisonment through experiential learning. The results not only point clearly in that direction, but also manifest parallels with the actual pains of confinement experienced by inmates in the real world.     

Teaching about violence prevention: A bridge between public health and criminal justice educators

Public health perspectives on violence-related injuries have become increasingly important over the past two decades, yet they are rarely mentioned in criminal justice educational texts or articles. Here we provide a brief overview of the public health approach to the prevention of violence and related injuries and compare it to an approach to crime prevention commonly associated with the criminal justice approach: deterrence. The prevention of sexual assault on college and university campuses is used as an illustration of the two approaches. Finally, given the similarities between the manner in which these two multi-disciplinary fields approach violence prevention, we explore how and why criminal justice educators might want to teach a bridge between public health and criminal justice.     

Forgotten History: Mexican American School Segregation in Arizona from 1900–1951 1

This article documents the efforts by Mexican Americans to challenge school segregation in Arizona in the first half of the twentieth century. As in Texas and California, although state law never formally mandated the segregation of Mexican American students, school districts in Arizona often established separate “Mexican Schools” for Mexican American students. While districts argued that segregation was necessary because of students' poor English skills, the segregation of Mexican American students in Arizona's public schools was not an isolated practice but occurred in tandem with other discriminatory practices that restricted the social rights of Mexican Americans, many of whom were American citizens. However, Mexican Americans challenged segregation in the courts. Notably, in Gonzales v. Sheely, a case heard in the United States District Court of Arizona in 1950, Judge Dave Ling declared segregation unconstitutional over three years before the Supreme Court's historic decision in Brown v. Board (1954).