A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy

This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.     

Intellectual Property in the Makerspace

Abstract

In library makerspaces, there is a potential for users to infringe on other’s intellectual property rights through illegal reproduction. There is also the opportunity for makerspace users to create their own new intellectual property which could then be protected. This article presents a case study from a library makerspace working to address intellectual property issues, as well as a survey of other library makerspaces detailing how they are currently addressing such concerns. Results conclude that while currently there is a lack of targeted services and resources, libraries need to create policy, services, and collections targeted towards intellectual property in their makerspaces.     

Examining condom use self‐efficacy and coping in sexual situations

This investigation involves the examination of college students' condom self‐efficacy (knowledge and skills regarding condom use) and coping strategies in sexual situations. Results indicate that although students report high condom efficacy, efficacy is weakly correlated with actual condom use. Overall, efficacy is weakly correlated with coping styles in sexual situations. In general, students are opting for non‐communicative ways of coping (e.g., avoidance) in sexual situations as opposed to communicative ways (e.g., discussion with partner) of coping. However, those who report “always” using a condom use communicative coping strategies more frequently than non‐communicative coping strategies. Efficacy is positively related to communicative coping styles versus non‐communicative coping styles. Marital partners differ from unmarried couples in that they use more “planning ahead” coping strategies. Discussion and implications follow.     

Romantic relationship disengagement and coping rituals

Considering cumulative dating histories, 118 individuals reported the rituals they exercised to dissolve relationships or cope with relationship disengagement. Self‐enhancement rituals were exercised most often during and after their various relationship disengagements. Both leavers and lefts turned to their network to cope with dissolved relationships. Leavers also engaged heavily in avoidance rituals during the termination process whereas lefts were most apt to turn to their networks. Results suggest that individuals' ritual usage is systematic and symbolic and transcends the various relationships, partners, and circumstances surrounding the break‐up.     

The effect of uncertainty reducing strategies on young couples' relational repair and intimacy

Relying on uncertainty reduction theory, this study examines the effect of communication strategies on assessments of relational repair and intimacy. Approximately one hundred heterosexual, romantically involved couples nominated unfaithfulness, third party competition, and geographic distance as events most negatively affecting their relationships. These couples also reported that they most often engaged in interactive communication behavior (especially relationship talk) to repair their relationships. In addition, men's passive strategy use and women's active strategy use were associated with self‐reported and partner‐attributed beliefs that the relationship was repaired. Perceptions of relational repair were, in turn, tied to the degree of self‐reported intimacy.     

Exploring barriers for psychiatrists in discussing substance abuse with child and adolescent patients: a multiple goals approach

Patients suffering from psychiatric illnesses, however, are often at increased risk for substance use disorders; therefore, it is important for practitioners to have effective conversations about substance use with these patients. Child and adolescent psychiatrists (CAPs), in particular, are in a unique position to identify early substance use and affect the trajectory of adolescents who are at increased risk for substance abuse. To better understand such communication between psychiatrists and their patients, we conducted 21 in-depth interviews with CAPs to explore what barriers exist to prevent or dissuade CAPs from discussing substance abuse with their patients. We found barriers to effective communication at the micro, meso, and macro levels within the ecology of the field of psychiatry. A multiple goals perspective allowed us to determine how these barriers affect communication choices. Findings from the study highlight the significant communication challenges faced by psychiatrists in this context.     

Learning among Older Professional Workers: Knowledge Strategies and Knowledge Orientations

A growing body of research and policy focused on ??older workers?? is attempting to address perceived concerns that older workers?? skills are declining, along with their participation in employment and in employment-related learning opportunities. The discussion here seeks to contribute to this research. Its focus is the learning of older professional workers, about comparatively little has been published. The article presents research conducted in Canada involving 60 personal interviews with older Certified Management Accountants (CMAs). This qualitative study was designed to understand older professionals?? participation in learning through their reports not only of when, how and why they participated in specific learning activities, but also through their stories of practice and work, their understandings of knowledge, and how they view themselves as knowers and as knowledge workers. The findings showed that older CMA professionals appeared to position themselves deliberately as knowers, performing particular knowledge orientations aligned with their work priorities, and to resent external provisions for and assessments of their ??learning??. Four orientations appeared most prominently, which are here described as ??consolidating??, ??outreaching??, ??re-positioning??, and ??disengaging??. The concluding section argues that far from withdrawing from learning, these older professionals are particularly strategic in what, when and how they engage. In fact most are astute in employing diverse strategies and resources in knowledge development, according to the knowledge orientation they adopt in their practice. These understandings may suggest ways to more effectively recognise and support older professionals?? learning in organizations and professional associations.     

Parental Involvement and African American and European American Adolescents' Academic,Behavioral, and Emotional Development in Secondary School

This study examined longitudinal trajectories of parental involvement across middle and high school, and how these trajectories related to adolescents' academic, behavioral, and emotional adjustment. In addition, ethnic and socioeconomic status differences in longitudinal associations and the potential moderating role of parental warmth were assessed. Longitudinal growth modeling technique was used to describe trajectories of different types of parental involvement and adolescent outcomes over 7th, 9th, and 11th grades (mean ages = 12.9, 14.3, and 17.2 years, respectively) on an ethnically and economically diverse sample of 1,400 adolescents (51% female, 56% African American, 39% European American, 5% others). Each aspect of parental involvement contributed differentially but significantly to adolescent outcomes. Finally, parental warmth moderated the associations between providing structure at home and adolescent grade point average and problem behavior.