New interests in old issues: Antiprotection and the end of the manufacturing clause of the U.S. copyright law

The manufacturing clause of the U.S. copyright law, which prohibited the import of most books by U.S. authors that were not printed in the United State or Canada, expired on July 1, 1986. It expired despite initial congressional support and strong efforts by printing industry and union interests to expand its scope and make it permanent. The expiration occurred largely because of the emergence of new interests: industries whose exports were threatened by possible European Community retaliation and those concerned about international property rights issues. Those groups joined forces with top officials of the Reagan administration to gain the expiration of the clause. The analyses and conclusions of this paper are solely those of the authors and do not necessarily reflect official positions of the Department of Commerce or the U.S. Government.     

Selling home: Corporate stadium names and the destruction of commemoration

A city's primary benefits from professional sports franchises are civic pride and identification with its teams. The stadium or arena, as the physical “memory place”; for teams, has historically been named to commemorate the relationship among the team, the city, and the fans. This paper chronicles the rise in corporate naming and argues that sacrificing the commemorative name of a sports venue for a paid corporate name alters the identity statements of memory places, abbreviates the narrative about a city and its teams, and threatens the idyllic illusions about sports that fans have long chosen to maintain. As corporate naming spreads beyond sports, the substitution of commercialization for commemoration presents a growing threat to public memory places of many kinds.     

Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education

In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional requirements for appointment as an academic focusing on scholarship. This project investigates the workplace learning and identity‐building experiences of nurses and of school teachers in their first four years in higher education lecturer posts. It aims to inform practice in academic induction for these groups of staff. In the case study institution, the new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be. They tend to hold on to existing identities as practitioners rather than embracing new identities as academics. The implications for academic induction of these lecturers are considered.

Au Royaume‐Uni, la plupart des programmes de formation initiale des infirmiers et des enseignants sont donnés par des départements universitaires, en collaboration avec les agences locales de santé et les écoles. Les nouveaux enseignants universitaires dans ces domaines professionnels sont généralement choisis en raison de leurs performances positives à titre de praticiens – infirmiers ou enseignants – plutôt qu'en raison de critères davantage traditionnels de nomination liés à la recherche académique. Ce projet étudie les expériences d'apprentissage sur le terrain et de construction d'identité d'infirmiers et d'enseignants durant leurs premières quatre années d'enseignement universitaire. Il vise à informer la pratique d'intronisation académique pour ces catégories de personnel. Dans l'institution visée par l'étude de cas, les nouveaux enseignants jugent leur transition vers l'enseignement supérieur remplie de défis et porteuse de confusion en raison des tensions au sujet de ce qu'un enseignant universitaire devrait être. Les nouveaux enseignants tendent à s'accrocher à leur identité existante de praticien plutôt que de se tourner vers leur nouvelle identité d'universitaire. Les implications en matière d'intronisation académique pour ces enseignants sont présentées.     

Evaluation of a school‐based sex education programme delivered to Grade Nine students in Canada

The effectiveness of a multidimensional Canadian sex education programme was evaluated using 240 Grade Nine students. The intervention was offered by representatives from various community groups and involved instructional classes on anatomy/physiology of the reproductive system and sexually transmitted infections, a video and group discussion on healthy relationships, a form of ‘peer education’ and discussion on teen pregnancy and HIV/AIDS, as well as a parent workshop and newsletter on teen sexuality. Respondents in the intervention and control groups completed a self‐administered questionnaire at baseline and one month after the programme. Compared with the control group, students in the intervention group showed positive changes in the areas of knowledge, sex‐role attitudes, sexual interaction values, and the perception that birth control is important. These results suggest that a collaborative effort of outside professionals from various community organisations and involvement of ‘peer educators’ to provide sexual health education in Grade Nine high school classes may be a useful strategy.     

Collaboration at the Troy University Libraries

With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses.     

Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

ABSTRACT

The aim of this research was to consider how young children could develop an education for sustainable mind-set, through place-based learning within a local context. This research built upon the development of an Early Childhood Education for Sustainable (ECEfS) framework (Boyd, D., H. Hirst, and C. McNeill. 2016. Early Childhood Education for Sustainable Framework 48 (ECEfS). https://www.foundationyears.org.uk/2017/09/environmental-sustainability-resources/). The place-based research focused upon Dewey's theory of experiential learning and by engaging in offsite longitudinal community-based projects, where young children become familiar with their own locality. This familiarity encourages children to develop an ecological self within place by being submerged in an ever-changing natural environment through the Forest School Philosophy, with an emphasis upon regular visits conducted over an extended period. Over a period of a year children and adults in different and diverse settings experienced opportunities for place-based learning to develop their Education for Sustainability perspective. Observations focused upon children and adults considering how they both started to become more aware of local critical issues and related them to their own reality. The research received ethical approval by LJMU and all involved chose to take part and could withdraw at any time.     

Research: an insight on how it is valued by Portuguese and English teacher educators

ABSTRACT

The quality of how teachers are being prepared is seen as a priority in the twenty-first century and engagement with research is often considered a crucial element of initial teacher education programmes. Institutional and national contexts have an impact in the way research is valued. This paper investigates the perspectives of Portuguese and English teacher educators towards the value given to research in initial teacher education. Interviews were completed with teacher educators working within different kinds of higher education institutions—university, polytechnic and teaching-led university. Results suggest that research has a significant presence and relevance in all cases but is valued differently