Exploring identities and cultures in inter-professional education and collaborative professional practice

Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve childcare provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve.     

Playthings as learning tools

Play can occur at any time or in any place; it bears directly on the development of such fundamentals as the learning of language and mathematical ideas and the development of thinking skills and social roles. The following three activities focus on how playthings and play activities contribute to children's intellectual development. We want to state at the outset, however, that play also contributes to children's physical, social, and emotional development. We recognize that play is important to all these areas. But here we consider the contribution of play to one area of development, that is, intellectual growth, or what children can learn.     

Resistance in the classroom – from dysfunctional to functional: A future necessary skill?

This article reports on resistance in primary schools, more specific grade five learners as perceived by teachers. A qualitative phenomenological interpretative approach was followed utilising focus group discussions and individual interviews. Participants included 14 teachers, purposefully selected from three private and three public schools in Gauteng. Data were thematically analysed. Four main themes were identified: 1) manifestations in the classroom differentiated by active or passive resistance, either positive or negative; 2) a causal model of reasoning; 3) teacher-learner relationships affected by negative and positive perceptions; and 4) constructive suggestions for support holding value for practical application. Findings revealed that resistance in the primary school classroom (the result of the interaction between the learner and contextual factors), is still often assumed as negative and dysfunctional to teaching; however, it can equally be conducive and functional depending on the interaction. Teachers display a more flexible, resilient and positive understanding of contributing factors, and they value resistance if it signifies creativity and independent problem solving, leading to more positive teacherlearner relationships.     

Students’ perspectives of early assessment tasks in their first-year at university

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.     

鸡还是蛋：中国金融发展与经济增长之关系（1992-2004年）

在向量自回归模型框架下,运用格兰杰(非)因果关系分析法、弱外生变量分析法检验中国金融发展与经济增长之间的短期和长期因果关系,结果表明,尽管中国金融改革是滞后于实体经济部门的改革,但在1992-2004期间,金融发展的确已促进了经济增长.在长期,尽管银行部门和股票市场都对经济增长有统计意义上的影响,但股票市场对GDP的影响力明显强于银行部门对GDP的影响力.     

Understanding cable television community access viewership

This study updates and extends our knowledge of cable television community access viewership, a little researched topic of the past decade. Results of a random telephone survey are reported that reveal community access viewership has increased in recent years. Program viewership preferences and sources of program information are discussed. Community access viewing motivations and satisfaction are examined as predictors of channel viewership. Possible factors explaining the high level of reported viewership are suggested and recommendations for future research are proposed.     

Book of the Month: Film

Roger Manvell and Lewis Jacobs (eds.) The International Encyclopedia of Film (New York: Crown, 1972—$17.95)

Halliwell's The Filmgoer's Companion (3rd edition, 1970)

Rotha-Griffith The Film Till Now (last revision issued in 1967)

Michael's The American Movies Reference Book: The Sound Era (Englewood Cliffs, N.J.: Prentice-Hall, 1969—$29.95)     

Fabrication of an Ultrasonic Nebulizer: Rate of Flow and Performance Studies

ABSTRACT

This article describes how to build, in-house, a new type of ultrasonic nebulizer and presents the results of tests to determine its rate of aqueous flow and its performance during the transport of a collagen-based adhesive (ratio of adhesive actually delivered to adhesive misted). It also reports on a consolidation treatment case study carried out with the new ultrasonic misting prototype: the NebulA-MG 14. This case study was applied to powdery paint layers of a medium-sized oil painting on canvas, 111.5?×?86.5?cm. The new device is shown to be both reliable and effective, particularly for consolidating medium and large-sized works.     

FURTHER REFLECTIONS ON THE TEACHING OF GOD

The history of education is a worthwhile pursuit within the study of history writ-large, for education is a powerful cultural device that has been manipulated for a variety of social, political, and economic purposes. So, why is it the case that little work has been done to date on the history of American Jewish schooling? This article assesses the state of Jewish educational historiography and suggests that research has been constrained by two major factors: (1) Jewish historians have been reluctant to address educational matters, and (2) Jewish educators have been concerned foremost with the present and future, and not the past.     

Teaching HCI Design With the Studio Approach

The studio-based method of teaching has been used for almost 100 years to teach product and architecture design. With ever increasing pressure on HCI to teach competence in designing interactive objects, new ways of teaching need to be explored. This article begins with a review of the studio-based teaching concept and how it has been used in architecture, science/engineering, and computer science education. We then present and discuss the evaluation of an HCI design studio course which we created and taught in spring 2002 in the Computer and Information Science Department of the University of Oregon. This course was based on our observations and study of studio courses in the School of Architecture. Finally, we review general issues about studio teaching including the promises and challenges that it presents to widespread acceptance in the computer science curriculum.