Rooted in the Past: Use of “East Indians” in Library of Congress Subject Headings

This article argues that the use of the Library of Congress subject heading “East Indians” in reference to individuals from India represents not only a problematic vestige of colonialism, but also a failure of the principle of literary warrant. It provides an overview of the term's historical roots and then examines whether the term is still widely used in published resources. Although assigning a subject heading is not easy and can involve a choice between contested realities of diverse peoples, the author contends that a rejection of outdated terminology is central to providing any culturally sensitive tool for resource organization.     

Differential thermal expansion as a cause of salt decay: literature review,experiments, and modelling of micro and macro effects on Ançã limestone

Salt decay is one of the harshest, most frequent, and more complex types of decay of porous materials in built heritage, including natural stones, ceramics, and mortars. In this article, we address the mechanism of thermal expansion, which is one of the least studied, yet most controversial, of those proposed over time to explain salt decay. We present a review of scientific literature on the topic, followed by a study of the effects of thermal expansion on a specific material, the well-known Ançã limestone. The study included experimental measurement of the linear thermal expansion coefficient of the Ançã, both in its natural state and with varying contents of sodium chloride, sodium sulphate, or sodium nitrate. The results show that this coefficient: (i) is significantly higher when the stone is contaminated with salt; and (ii) scales approximately with the amount of salt contained in the stone pores, regardless of the type of salt. Based on these results and on modelling of damage modes at the microscopic and macroscopic levels, respectively, we conclude that thermal expansion can cause powdering, disaggregation, or other types of decay consisting of internal loss of cohesion. However, it is not likely to cause exfoliation of salt-loaded layers.     

“You can't play marbles—you have a wooden hand”: Communication with the handicapped 1

The influence of being in a mainstreamed class on nonhandicapped children's abilities to communicate with the handicapped was investigated in this two‐year study. The results indicate that both nonhandicapped and handicapped children have difficulty communicating with handicapped peers. Being in a mainstreamed class has no impact on the nonhandicapped children. No differences were discovered between children studied at the conclusion of the first or second years of the mainstreaming program.     

Evaluating STAR – a transformative learning framework: interdisciplinary action research in health training

Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals’ capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice.     

Student Responses to the Women's Reclamation Work in the Philosophy of Education

Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought.     

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

This study tested the effectiveness of two strategy-focused interventions aimed at promoting fifth and sixth graders’ opinion essay writing. Over 12 weekly 90-min lessons, two groups of 48 and 39 students received, respectively, planning and sentence-combining instruction, which followed the Self-Regulated Strategy Development (SRSD) model. These intervention groups were compared with a practice control group of 39 students receiving standard writing instruction. The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence- and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence- and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing.     

Problemática psicopedagógica de la formación profesional

Resumen

Pretendemos analizar la situación en que se encuentra el muchacho de 16 años que termina la formación profesional de primer grado y quiere empezar a trabajar. El analisis se situa en la problematica psicopedagogica que representa la F.P. cuando dice preparar para la formación personal, para proseguir estudios, una vez realizados los dos cursos iniciales, a niveles superiores de B.U.P. y también respecto a la formación profesional especifica, que inserta en el mundo del trabajo.     

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

The authors have, for some years, studied the concept of ‘possibility thinking’ (PT), or ‘what if’ and ‘as if’ thinking in children aged 3–11, which generates novelty – and the pedagogical strategies which foster it. They have argued, on the basis of previous qualitative studies, that ‘PT’ is at the core of creativity in education. Having begun as a conceptual study for 7 years, this team has undertaken empirical studies of PT in classrooms. This paper discusses findings from the third phase of empirical work focusing on 9- to 11-year olds. The particular research question addressed here is ‘What characterises possibility thinking as manifest in the learning engagement of children aged 9–11?’. In a small-scale qualitative study, involving co-participation with teachers, the paper features episode analysis of naturalistic video data featuring children aged 9–11 in two schools. It focuses on PT evidenced by children engaged in a range of classroom activities, some established as individual activities and others as group work. The study reveals some features of PT in both sites (question-posing [Q-P], question-responding [Q-R], self-determination, intentional action, development, being imaginative, play/playfulness, immersion and innovation) to differing degrees of strength. Risk-taking was absent in both and a new feature, collaboration, evident in both. Differences were documented in how Q-P and Q-R manifest, compared with earlier studies with younger children. This study seeks to make an evidence-based contribution to the characterisation of PT as driving creativity in the classroom, with implications for research and practice.