Teaching TEI to undergraduates: A case study in a digital humanities curriculum

ABSTRACT

This case study describes two iterations of a Digital Humanities (DH) “Studio” course on scholarly text encoding as a model for a DH curriculum at a small liberal arts college. Designed to accompany a three-credit humanities course, the one-credit DH Studios are taught by library faculty. The paired courses share a final project—a digital edition of a short work of literature encoded in the Text Encoding Initiative. The DH Studio creates a methodology-focused environment for students to practice information and digital literacies.     

Starting where we can: using action research to develop inclusive practice

This paper details how one city in the north‐east of England set out to explore the concept of ­inclusion and to develop more inclusive early years and childcare services through the use of an action research/reflective practice approach with practitioners. It describes a local project, the ­Inclusive Practice Pilot Project (IPP), designed to develop more inclusive services for young children and children using out‐of‐school clubs. The paper outlines the progress of the project which used action research as a mechanism for developing thinking and understanding linked to practice change. It highlights both the catalysts for, and barriers to, the development of more inclusive practice. It concludes by suggesting that if early years and childcare services are to become more inclusive, then alongside technical and organizational change there needs to be more emphasis on supporting changes in attitudes, understandings and ways of thinking about practice.

Cet article expose en détail comment une ville dans le nord‐est de l’Angleterre a entrepris deexplorer le concept de l’inclusion et de développer avec les praticiens un service pré‐escolaire etd’ assistance à l’enfance plus inclusif à travers de l’utilisation d’une pratique qui utilise la recherche d’action/ recherche reflective. Un projet local est décrit, le Pilote Projet de Pratique Inclusive (IPP), conçu pour développer des services plus inclusives pour les enfants plus petits et les enfants qui utilisent dehors des clubs d’activités dehors de l’école. Cet essai décrit le progrès du projet qui a employé la recherche active comme mécanisme pour développer la pensée et la compréhension liées au changement de pratique. Il accentue non seulement les catalyseurs mais aussi les barrières au développement d’une pratique plus inclusive. On conclut en suggérant que si les services de la première enfance et d’ assistance à l’enfance doivent devenir plus inclusifs alors qu’à côté du changement technique et organisationnel il faut mettre plus d’emphase en faveur du changement des attitudes, des ententes et des manières de penser autour la pratique.

Este ensayo detalla cómo una ciudad en el nordeste de Inglaterra se propuso a explorar el concepto de la inclusión y a desarrollar junto a los profesionales servicios más inclusivos para el cuidado de niños y de pre‐escolar a través del uso de una práctica basada sobre el método “investigación‐acción/ práctica reflexiva”. Describe un proyecto local, el Proyecto Piloto de la Práctica Inclusiva (IPP), diseñado para desarrollar servicios más inclusivos para los niños en general y los niños pequeños que usan clubs de actividades extraescolares. El papel perfila el progreso del proyecto en el que fue utilizada la investigación‐acción como mecanismo para desarrollar el pensamiento y el entendimiento ­relacionados al cambio de práctica. Destaca tanto los catalizadores como las barreras al desarrollo de una práctica más inclusiva. Concluye sugiriendo que para que los servicios pre‐escolares y de cuidado de niños lleguen a ser más inclusivos, entonces junto al cambio técnico y de organización se necesita poner más énfasis en el apoyo al cambio en las actitudes, el entendimiento y la manera de pensar sobre la práctica.     

Effects of increasing and decreasing physiological arousal on anticipation timing performance during competition and practice

The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high.     

Denominational primary schooling: The case of Trinidad and Tobago

In developing countries, the trend has been for government to assume gradual control of schools run by religious organisations, while allowing them to retain their religious affiliation. In the Caribbean, the relationship between church and state educational systems has generally been cordial. This is particularly so in Trinidad and Tobago, where almost three quarters of the primary schools are denominational: Roman Catholic, other Christian, Hindu and Muslim. However, a significant proportion of pupils do not adhere to the host faith. Demographic trends and internal migration have disturbed the previous pattern of population, but the most important factor is the influence of the Common Entrance Examination, which controls entry to secondary education. Certain primary schools achieve high pass rates and attract large numbers of applicants from all sectors of society, while School Boards and principals accept over-population and set entry criteria other than religious affiliation. Variation in curricula is limited by recently drafted requirements, the government provides the bulk of school funds, and regularly inspects all schools. Such controls may enable the present government to fulfil its intention of deemphasising the Common Entrance Examination, but it thereby runs the risk of endangering the religious tolerance engendered by the present multidenominational nature of religious schools.

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Zusammenfassung In Entwicklungsländern ging das Bestreben der Regierung dahin, allmählich die Kontrolle über die von religiösen Organisationen geführten Schulen zu übernehmen und ihnen dabei ihre religiöse Bindung zu belassen. In der Karibik bestand bisher im allgemeinen ein herzliches Verhätnis zwischen Kirche und staatlichen Erziehungseinrichtungen. Dies gilt besonders für Trinidad und Tobago, wo fast drei Viertel der Grundschulen Konfessionsschulen sind: römisch-katholisch, anderweitig christlich, hinduistisch und moslemisch. Eine große Anzahl von Schülern gehört allerdings nicht der Glaubensrichtung der Schule an. Demografische Trends und Bevölkerungsfluktuation haben frühere Bevölkerungsmuster verändert, aber der wichtigste Punkt ist der Einfluß der allgemeinen Aufnahmeprüfung, die den Eintritt in die weiterführenden Schulen reguliert.Einige Grundschulen haben hohe Erfolgsraten und ziehen dadurch viele Bewerber aus allen Gesellschaftsschichten an, wobei Schulbehörden und Schulleiter eine Überbelegung akzeptieren und andere Aufnahmekriterien als religiöse Zugehörigkeit festsetzen. Änderungsmöglichkeiten im Curriculum sind durch kürzlich herausgegebene Anforderungsrichtlinien eingeschränkt; die Regierung zahlt den größten Teil der Schulmittel und inspiziert regelmäßig alle Schulen. Diese Kontrollen mögen es zwar der gegenwärtigen Regierung ermöglichen, ihre Absicht, die Bedeutung der allgemeinen Aufnahmeprüfung zu schwächen, zu verwirklichen, aber sie riskiert gleichzeitig, die durch die gegenwärtigen multikonfessionellen Religionsschulen ausgelöste religiöse Toleranz zu gefährden.

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Résumé Dans les pays en développement, le gouvernement assume habituellement le contrôle continu des écoles régies par les organisations religieuses, tout en leur permettant de conserver leur adhésion religieuse. Aux Caraïbes, la relation entre les systèmes éducatifs publics et religieux est généralement cordiale. C'est particulièrement le cas à Trinité-et-Tobago, où presque les trois quarts des écoles primaires sont des écoles confessionnelles: catholiques romaines, diverses écoles chrétiennes, écoles hindoues et musulmanes. Cependant, un nombre important d'élèves n'adhère pas à la religion de l'école. Les tendances démographiques et la migration interne ont changé l'ancienne structure de la population, mais le facteur majeur reste l'influence de l'Examen général d'entrée, qui réglemente l'entrée dans le secondaire. Certaines écoles primaires ont un taux de réussite élevé et attirent de nombreux candidats issus de tous les secteurs de la société, tandis que les conseils et les directeurs d'écoles acceptent une surpopulation et fixent d'autres critères d'admission que ceux d'appartenance religieuse. La diversité des programmes d'études est limitée par des contraintes mises en place récemment, le gouvernement octroie l'ensemble des crédits à l'éducation et inspecte régulièrement tous les établissements scolaires. Pareils contrôles peuvent permettre au présent gouvernement d'imposer sa volonté pour diminuer l'importance de l'Examen général d'entrée, mails ils risquent en même temps de mettre en danger la tolérance religieuse engendrée aujourd'hui par la nature multiconfessionnelle des écoles religieuses.

     

The Control of Reaching Movements by Young Infants

Samples of reaches were obtained from groups of infants aged 4.5, 6, and 7.5 months. Split-screen video recordings were transcribed as sequences of (x,y,z) hand coordinates, and the hand path was examined for evidence of initial aiming and subsequent correction of the movement path. At all ages, the initial direction of the movement was correlated with target direction, providing evidence that the hand was aimed toward the target. Additionally, changes in movement direction made after the commencement of the movement tended to curve the hand path toward the target, providing evidence of error correction. Local minima of hand speed evident within segments of continuous motion were associated with turn toward the target. However, the movement path was also curved toward the target within the movement elements bounded by these minima. This finding was seen as consistent with "continuous" correction of movement errors and as contrary to the suggestion that infant movements are concatenations of ballistic movement units whose boundaries are marked by troughs in the speed profile.     

Do Research Findings Apply to My Students? Examining Study Samples and Sampling

Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the relevance of research findings for their students. We describe two approaches for examining the degree to which research findings apply to one's students—the classical generalization model and the case‐to‐case transfer model. We also note additional factors and caveats to consider when evaluating the applicability of research findings, examine the implications of samples and sampling in two research studies, and provide a take‐away message that educators should determine the relevance of research findings for their own students by examining studies’ samples and the sampling methods.     

Mobilizing information in broadcast editorials and “free speech” messages

Free Speech Messages carried information allowing audience actions more often than did editorials on the same stations. Sometimes stations may have coaxed FSM writers into changing type of information given.     

Egypt's National Education Debate

This study examines the vigorous dialectic presently occurring between intellectuals, religious leaders and politicians trying to define the appropriate role of Islam in education in Egypt. The study highlights the ideological disjunction between a small but powerful élite who are the 'gatekeepers' of education policy and a polity that is calling for a greater infusion of Islamic instruction in the national education system. This study illustrates the challenges of Egypt's policy-makers in sustaining an education system with goals that are interpreted by many to be inconsistent, contradictory or counter to the collective socio-religious prerogatives of the society at large.