Critical Thinking and Community Engagement through Artistic Actions

In a society that strives for sustainability it is important to observe and value different forms of knowledge. Creating art is not a meaningless exercise. Instead, one might say that works of art serve as a window that interprets the world. In the article it is argued that artistic actions can offer a combination of critical and creative thinking reflecting on the types of knowledge and experience that count as valuable for sustainable communities. The article reflects on the participatory installation Colours of Rovaniemi and how ABER was used in the creation process. The methodology focused on the transformative power of community engagement when creating artistic actions that engage with sustainability. The installation provoked critical thinking and encouraged the participants to take a stand on the issues discussed. Artworks of this kind are well suited to help us understand the issues we face regarding sustainability. The work raised questions of who we are, what we prioritise in our lives. It initiated discussion of the connection between man and nature, attitudes, values and national self‐identity, challenging the participants’ perspectives.     

The role of social-academic goals in Chinese students’ self-regulated learning

European Journal of Psychology of Education - The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage...     

Concurrent validity of the Stanford-Binet: Fourth edition and Kaufman assessment battery for children with learning-disabled students

This study examined the concurrent validity of the composite and area scores of the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and the Mental Processing Composite and global scale scores of the Kaufman Assessment Battery for Children (K-ABC). The tenability of interpreting the SBIV using the fluid/crystallized model, as suggested by the authors, was also considered. The subjects were 30 Black, learning-disabled elementary school students. Results of a t test indicated that the Mental Processing Composite score of the K-ABC was significantly higher than the SBIV Composite score. Moderate to high correlations were obtained when SBIV composite and area scores were compared to K-ABC composite and scale scores, reflecting a positive relationship between the two tests. The measures of fluid abilities (K-ABC Composite score; SBIV Abstract/Visual Reasoning) were highly correlated. The results of a multiple regression analysis indicated a moderate degree of correlation among the measures of crystallized ability (K-ABC Achievement; SBIV Verbal Reasoning and Quantitative Reasoning). The findings of this study demonstrated adequate concurrent validity for the SBIV. In addition, the results provided limited support for describing test results utilizing the fluid/crystallized interpretation model. Further research is suggested in order to examine other validity issues, such as classification of special education students and the SBIV's relationship to other similar instruments.     

On-the-Job Training: Prescriptions and Practice

This article discusses the status of workplace training in the United States, describes a model of how to conduct effective on-the-job training, and presents the results of a questionnaire based on a model designed to assess on-the-job training practices aboard Navy ships. The model views the on-the-job trainer as a coach who guides the trainee through a task using three steps: 1) assessment, 2) training, and 3) evaluation. The questionnaire was sent to over 5,000 shipboard supervisors; 2,321 responded. Results indicate that nearly 50% of the Navy supervisors who responded are not as effective as they could be. The implications of these findings for the civilian workplace are discussed.     

The relationship between metacognition and intelligence in normal adolescents: Some tentative but surprising findings

This study explored the relationship between metacognition and intelligence in a group of normal adolescents. The relationship has strong theoretical support in current conceptions of intelligence. For the purposes of this study metacognition was assessed across three different cognitive problem sets. Correlational analyses indicated a nonsignificant relationship between intelligence and metacognition. These results suggest that tests of metacognition and intelligence may tap unrelated aspects of cognition and that additional research will be required to understand the relationship between these two constructs.     

Effects of transition from elementary school to junior high school on early adolescents' self-esteem and perceived competence

Early adolescents' self-esteem and perceived competence in the cognitive, social, and physical domains were examined across the transition from elementary school to junior high school. Self-esteem and perceived social and physical competence were either stable or increased for most children. Cognitive competence was unchanged. It was concluded that, in general, early adolescents' perceptions of self-esteem and competence are not adversely affected by the transition.     

Leveraging microgrants to support capacity-building workshops in low- and middle-income countries for meeting the Sustainable Development Goals

Twenty fifteen marked the year of assessment for the Millennium Development Goals (MDGs). The MDGs that achieved the greatest success were those where evidence-based practice (EBP) interventions were implemented. The ability to practice evidence-based medicine is grounded in the creation of and access to medical literature that synthesizes research findings. The role that global health literature played in the success of the MDGs demonstrates that medical libraries and librarians have a role to play in achieving the Sustainable Development Goals (SDGs).Librarians can hold capacity-building workshops that provide instruction on how to access evidence-based literature and also train health professionals to conduct synthesis research. Research findings conducted by in-country health professionals are more likely to address issues being faced by local communities and will afford the possibility of obtaining the necessary evidence-based answers that can then be used to implement policies to resolve public health issues identified in the SDGs.This paper discusses how an international team of librarians leveraged funding from a Medical Library Association/Librarians without Borders/Elsevier Foundation/Research4Life grant to hold a capacity-building workshop in Zimbabwe and follow-up online trainings. The workshop focused on accessing evidence-based resources and conducting synthesis research. Outcomes included the creation and policy implementation of evidence-based knowledge products in alignment with local needs and galvanizing a multisectoral group of key individuals who have gone on to collaborate toward the vision of creating a Zimbabwe innovation hub. Looking ahead, such grants can be leveraged to conduct capacity-building to support knowledge translation and other local training needs.