Student Writing in Higher Education: Contemporary confusion,traditional concerns

In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies.     

Interdisciplinary In‐service at the University: a participatory case‐based model for professional development

Abstract

The Participatory Case‐Based Model for Professional Development is an in‐service model which is useful across the human service disciplines (social work, occupational therapy, public health, special education, early childhood and family education). In the model, participants enrolled in a graduate course engage in dialogue and perspective‐taking, through case analysis and case writing. Using grounded theory and inductive data analyses, the major effects of this professional development model were studied. These effects included: (1) gaining new knowledge; (2) ‘really seeing’ from multiple perspectives; and (3) developing a sense of support, renewal and networking across various professions. Connections to the selected professional development literature —; problem‐based learning, case process and effects, and the practical argument model — offered affirmations and challenges to the Participatory Case‐Based Model for Professional Development     

Trapped in our past: the price we have to pay for our cultural disability inheritance

This paper opens with an introduction to the current Scottish legislation and policy context relating to the integration of children’s services. It offers the view that integrated service policy is framed by the concept of social capital and the notion of social capital building and goes on to introduce the concepts of types of social capital as tools with which to examine professional networks and identities. The article sets policy documentation concerning the specific teacher and speech and language therapist working relation within wider Scottish policy that seeks better integrated children’s services through the roll‐out of the Integrated Community Schools (ICS) programme. Finally, the paper identifies some of the difficulties inherent in ICS transformations, and suggests that practitioners and their leaders and managers need new conceptual tools such as types of social capital with which to examine professional connections if they are to change children’s services and achieve the policy goals of social justice and inclusion.     

Joined-up approaches to prevent school exclusion

Abstract

This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.     

Appy Hour: Health Sciences Professionals Learn About Apps

ABSTRACT

Appy Hour is a recurring event hosted by an academic health sciences library featuring apps that are informally presented and demonstrated by invited speakers. The audience is encouraged to ask questions during the presentation of the featured app(s). This event provides learning and networking opportunities for health sciences faculty, staff, students, and health care professionals. This article illustrates the process for hosting the event, shares lessons learned, and discusses possible future directions to gain a wider audience.     

Sex in primetime television: An analysis of content trends,context categories,and sampling considerations

This study provides a replication and extension of previous content analyses of sex in primetime television, following a five‐year period of increased consumer activism directed through advertiser influence on programming content. It also addressed the issue of sample size in analyses designed to track such trends. Results indicated distinct differences from trends reported in previous studies, with a substantial decrease in the quantity as well as changes in the quality of sexual behavior and references between the 1988–89 and 1993–94 television seasons. Although a minimum of one intact or constructed week of programming has been considered essential for such studies, comparative analyses of full and half‐sample data provided evidence that overall trends can be accurately mapped using a reasonably selected stratified subsample of a constructed week of programming.