Theodore Roosevelt's preparedness oratory: The minority voice of an ex‐president

Roosevelt urged war preparation and active retaliation when neutral policies prevailed and when the mood of the nation was one of noninvolvement abroad.     

Building life world connections during school booktalk

In criticisms of children's literature, notions of 'fantasy' and 'realism' are pivotal. In school 'booktalk' conversations pupils referred to what is 'real' in three different ways: (i) by referring to feelings of or semblance to 'real' life, (ii) by invoking shared facts and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was, thus, a delicate balance between life world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.     

Book review section

FREE SPEECH: RESPONSIBLE COMMUNICATION UNDER LAW. By Robert M. O'Neil. Indianapolis, Indiana: The Bobbs‐Merrill Company, Inc., 1966; pp. viii 123+$1.25.

THE MOYNIHAN REPORT AND THE POLITICS OF CONTROVERSY, by Lee Rainwater and William L. Yancey. Cambridge: MIT Press, 1967; pp. xvii+493. $3.95.

VOICES OF CRISIS: VITAL SPEECHES ON CONTEMPORARY ISSUES, by Floyd W. Matson, New York: The Odyssey Press, Inc., 1967; pp. xi+304.

THE BLACK POWER REVOLT. Edited by Floyd B. Barbour. Boston: Porter Sargent Publisher, 1968; pp. 287. $5.95 cloth; $2.95 paper.

THE AGITATOR IN AMERICAN SOCIETY. By Charles W. Lomas. Englewood Cliffs, New Jersey: Prentice‐Hall, 1968; pp. viii+182.

BLACK POWER: THE POLITICS OF LIBERATION IN AMERICA. By Stokely Carmichael and Charles V. Hamilton. New York: Vintage Books, 1967; pp. xii+ 198. Paper $1.95.

REPORT OF THE NATIONAL ADVISORY COMMISSION ON CIVIL DISORDERS. New York: Bantam Books, 1968; pp. xi+609. Paper $1.25.     

“I’ll Look Into it!” Lubricants in Conversational Coproduction

Minerva - This study investigates the interaction between civil servants and politicians in a planning committee in a Swedish county council. As the committees are venues for preparation of future...     

Antipsychotics-induced hyperprolactinemia and screening for macroprolactin

IntroductionHigh prolactin (PRL) concentrations are found in laboratory test results of patients on majority of antipsychotic drugs. Prevalence rates and degrees of severity of hyperprolactinemia (HPRL) based on PRL concentration may depend on the presence of macroprolactin in the serum. The aim of the study was to investigate the difference between PRL concentrations before and after precipitation of macroprolactin and to examine if there were any changes in the categorization of HPRL between samples prior and after precipitation.Materials and methodsTotal of 98 female patients (median age 33; range 19-47 years) diagnosed with a psychotic disorder, proscribed antipsychotic drugs, and with HPRL were included. Total PRL concentration and PRL concentration after macroprolactin precipitation with polyethylene glycol (postPEG-PRL) were determined by the chemiluminometric method on the Beckman Coulter Access2 analyser.ResultsTotal PRL concentrations (median 1471; IQC: 1064-2016 mlU/L) and postPEG-PRL concentrations (median 1453; IQC: 979-1955 mlU/L) were significantly correlated using intraclass correlation coefficient for single measurements (mean estimation 0.96; 95%CI 0.93-0.97) and average measurement (mean estimation 0.98; 95%CI 0.96-0.99), and all investigated female patient had HPRL according to PRL and postPEG-PRL concentration. The median PRL recovery following PEG precipitation was 95; IQC: 90-100%. There was substantial agreement (kappa test = 0.859, 95% CI: 0.764-0.953) between the categories of HPRL severity based on total PRL concentrations and postPEG-PRL concentrations.ConclusionThe study demonstrated that HPRL was present in all subjects using the reference interval for total PRL concentration and postPEG-PRL concentration with no significant impact of macroprolactin presence in the serum on the categorization of patients according to severity of HPRL.     

Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery supressing them?

This text taps into an ongoing discussion about academic development. It challenges an image of academic development as precarious and liminal and explores academic development as powerful. Sources of power are described and put into the context of values, ideologies, and policies governing higher education of today. It is our hope that readers will be inspired to problematise their own academic development practices and to reclaim a phase in the history of the profession where members displayed more of a political awareness.     

Understanding and influencing teaching and learning cultures at university: a network approach

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures.     

Enacting the role of special needs educator – six Swedish case studies

With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion.     

Anxious girls and laid-back boys: teachers’ and study counsellors’ gendered perceptions of students

ABSTRACT

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed.     

Leadership in an international collaborative writing groups (ICWG) initiative: implications for academic development

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor in the effectiveness of the initiative. Results from an online survey of 30 former ICWG-participants reaffirm the significance of leadership to the ICWG’s success. In particular, respondents emphasise the value of leadership approaches that foster community and encourage members to take responsibility for tasks. Implications for leadership in related academic development contexts are considered.