Geography in school and college

Joe Russell Whitaker. Geography in School and College, Bureau of Publications. George Peabody College for Teachers, Nashville, Tennessee, 1948 pp. 116 $1.80     

The influence of Cardan rotation sequence on angular orientation data for the lower limb in the soccer kick

Abstract

The influence of the Cardan rotation sequence on the orientation angles for joints is well known but has not been explored for dynamic sports movements. The purpose of this study is to establish the influence of Cardan rotation sequence on the orientation angles of the ankle, knee, and hip of the support leg and pelvis during dynamic sports movements, typified by a maximal instep kick in soccer. We found that: (a) the X (flexion/extension) axis rotations provide data that are robust for any sequence used other than the YXZ sequence, although the Y (abduction/adduction) and Z (internal/external) axes rotations are variable in both shape and offset magnitude; (b) the preferred rotation sequence is either XYZ or XZY for dynamic sports movements, although for the soccer kick the XYZ rotation sequence has been widely used and so this is recommended as a standard; and (c) most uncertainties exist in the Y and Z axes and are most apparent at the beginning of the movement. Where uncertainty exists in identifying Y and Z axes orientations, the integrated angular velocity may be considered as an alternative to determine the relative changes in segment orientation.     

Books on Research Methodology

Mary N. Barton and Marion V. Bell's compilation Reference Books: A Brief Guide (Baltimere: Enoch Pratt Free Library, $1.25)

Martha L. Hackman's The Practical Bibliographer (Prentice-Hall, $5.95 cloth, $2.95 paper)

Hubert M. Blalock An Introduction to Social Research (Prentice-Hall, $5.95 cloth, $2.95 paper)     

NEW MEDIA

In 1845 John Lewis Ricardo was among a group who bought the Cooke and Wheatstone British patents for the electric telegraph at a current cost of £10 million. Although many people have examined the history of the telegraph no one seems to have asked the question ‘Why?’ Ricardo was a Member of the Stock Exchange, financier and a leading politician campaigning against monopolies. This paper postulates that his prime objective, while the largest shareholder for the first three and executive Chairman of the Electric Telegraph Company for its first 12 years, was to build a network, obtain and then distribute financial intelligence to its own newsrooms, adjacent to all the Stock Exchanges in Britain. It was not an afterthought as has been widely assumed. Newspapers in the regions took advantage of this new media. When the telegraph companies later formed their own cartel/monopoly, and substantially boosted prices charged to newspapers, Ricardo changed sides and secretly campaigned for their nationalization.     

‘They still use some of their past’: historical salience in elementary children's chronological thinking

Fifty‐eight students at seven grade levels (kindergarten through sixth) from three population groups (urban, suburban and rural) were presented with the task of chronologically ordering a set of nine historical pictures and ‘thinking aloud’ about the task. The results of this study provide increased evidence regarding the kind and sources of children's historical knowledge, and how they deploy that knowledge. The most accessible historical knowledge for early and middle grade children apparently relates to changes in material culture and the patterns of everyday life. It appears, too, that the intertexts that inform children's historical understanding, especially prior to fourth grade, provide better information about material culture than about other aspects of change over time. In addition, some children at all grade levels linked history to such sociocultural issues as race and gender. Finally, by fifth grade, children were learning a new reference system that consisted of specific eras (Colonial, Revolution), events (Boston Massacre, War of 1812) and relationships (British taxes, lack of colonial representation creates pre‐Revolutionary tensions) that allowed them to make more interpretations reflective of the academic discipline of history (British and colonists had legitimate but differing points of view). Children's willingness to engage in this new genre and the facility with which some students managed the transition have important implications for instruction.     

Why the Student Marries

Agent of Death. The Memoirs of an Executioner by Robert G. Elliott and Albert R. Beatty. Illustrated. E. P. Dutton and Co. 315 pp. $3.00.

A Goodly Fellowship by Mary Ellen Chase. The Macmillan Company. 305 pp. $2.50.

Democracy's Challenge to Education edited by Beulah Amidon. Illustrated. Farrar and Rinehart. 263 pp. $1.50.

Democracy Readers by Lois G. Nemec, Maybell G. Bush, Helen M. Brindl, Ruth M. Robinson, Edna Morgan, Allen Y. King, Ida Dennis. Edited by Prudence Cutright and W. W. Charters. The Macmillan Co.

Education for Democracy in Our Time by Jesse H. Newlon. McGraw-Hill. 242 pp. $3.00.

Educational Psychology by Charles H. Judd. Houghton Mifflin Co. 566 pp. $2.25.

In-Service Growth of Social Science Teachers. Tenth Yearbook, National Council for the Social Studies. 187 pp. $2.00 (paper). $2.30 (cloth). 1939.

Living with Others by John A. Kinneman and Robert S. Ellwood. Houghton Mifflin and Company. 531 pp. $1.72.

Poems of Today by Alice Cecilia Cooper. Ginn and Company. New England Edition. 412 pp.

Post-Primary Education in the Primary Schools of Scotland, 1872-1936 by Newman A. Wade. University of London Press, Ltd. 265 pp. 8 shillings 6 pence.

The College Charts Its Course by R. Freeman Butts. McGraw-Hill. 464 pp. $3.00.

The Development of Education in the Twentieth Century by Adolph E. Meyer. Prentice-Hall. 406 pp. $2.75.

The Future of the Social Studies: Proposals for an Experimental Social-Studies Curriculum, James A. Michener, Editor. The National Council for the Social Studies. 178 pp. $1.50 (paper). 1939.

Understanding American Business by Humphrey B. Neill and Howard M. Cool. The Macmillan Co. 448 pp. List price $1.92.

Visualizing the Curriculum by Charles F. Hoban, Charles F. Hoban, Jr., and Professor S. B. Zisman. The Cordon Company. 300 pp. $3.50.

Appointment with Death by Pamela Frankau. E. P. Dutton and Co. 334 pp. $2.50.

Dalesacres by Florence Ward. E. P. Dutton and Company. 308 pp. $2.50.

Family Album by Humphrey Pakington. W. W. Norton and Company. 340 pp. $2.50.

Encyclopedia of Knots and Fancy Rope Work by Raoul M. Graumont and John J. Hensel. Illustrated. The Cornell Maritime Press. 615 pp. $10.00.

Introduction to the Dance by John Martin. Illustrated. W. W. Norton Co. 363 pp. $3.50.

Once Over Lightly by Charles De Zemler. Illustrated. Published by the author. Rockefeller Center, New York City. 270 pp. $3.75.

Political Science in American Colleges and Universities 1636-1900 by Anna Haddow. The Century Political Science Series. Appleton-Century Co. 308 pp. $2.50

Science for the World Tomorrow by Gerald Wendt. Illustrated. W. W. Norton and Co. 316 pp. $2.75.     

Autobiography in science education: Greater objectivity through local knowledge

In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task, we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how our different stories apart and together provide a greater objective insight into what it means to come-to-know science. When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet, they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity. They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261)     

Identifying the training experiences and needs of bilingual school psychologists

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.