Addressing the Needs of the Homeless: A San José Library Partnership Approach

Describes an urban joint-use library's approaches to library programs for homeless children, teens, and adults as well as agencies the library could partner with. Proposes that libraries put more effort into reaching out to the homeless community instead of assuming the normal expectation that people will come to the library.     

A bibliography of studies of radio and television program content, 1928–1958

Unlike a telephone or telgraph cable, a broadcast, once sent out over the air, can only be “stopped” at the receiving end. If the potential listeners have radio receiving sets able to pick up the broadcast, it can only be stopped by causing such radio interference as to make it difficult or impossible to listen to the original broadcast. Over the years, several nations have assumed the large cost of producing such interference, or “jamming,” so as to prevent their citizens from listening to the broadcasts of other nations. An expensive and often inefficient technique, jamming was then believed preferable to allowing unrestricted and uncensored international communication by radio. Mr. Ranjan Borra, who was associated with All India Radio and with the Voice of America for several years and is currently on the staff of the Library of Congress describes both the background and some of the encouraging recent developments in the field of jamming and other impediments to international broadcasting.     

A TALK ON EQUAL OPPORTUNITY

The following article was written by Media program staff members of the Human Rights Commission of San Francisco.     

Microfluidic devices for cell cultivation and proliferation

Microfluidic technology provides precise, controlled-environment, cost-effective, compact, integrated, and high-throughput microsystems that are promising substitutes for conventional biological laboratory methods. In recent years, microfluidic cell culture devices have been used for applications such as tissue engineering, diagnostics, drug screening, immunology, cancer studies, stem cell proliferation and differentiation, and neurite guidance. Microfluidic technology allows dynamic cell culture in microperfusion systems to deliver continuous nutrient supplies for long term cell culture. It offers many opportunities to mimic the cell-cell and cell-extracellular matrix interactions of tissues by creating gradient concentrations of biochemical signals such as growth factors, chemokines, and hormones. Other applications of cell cultivation in microfluidic systems include high resolution cell patterning on a modified substrate with adhesive patterns and the reconstruction of complicated tissue architectures. In this review, recent advances in microfluidic platforms for cell culturing and proliferation, for both simple monolayer (2D) cell seeding processes and 3D configurations as accurate models of in vivo conditions, are examined.     

Using higher order thinking questions to foster critical thinking: a classroom study

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.     

Gender,toys and learning

In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities.     

CHRISTIAN EDUCATION AND OPENNESS: AN EMPIRICAL INVESTIGATION AMONG UNDERGRADUATES

A sample of 334 undergraduates completed the Francis Scale of Attitude Toward Christianity and the Astley-Francis Open Worldview Scale, together with the short form Revised Eysenck Personality Questionnaire. The data provide no support for the view that a positive attitude toward Christianity inhibits openness to other worldviews, although both attitude toward Christianity and the adoption of an open worldview are significantly related to individual differences in personality.