Critical Voyages: Postmodern feminist pedagogies as liberatory practice

Critical postmodern feminist theory as a pedagogical tool acknowledges differences and organizes people to create social change. Connections between feminism, critical theory, and postmodernism are discussed in relationship to possible pedagogical directions for schools and other community organizations. The authors outline six guiding principles of a critical postmodern feminist pedagogy including: students' experiences as central to teaching and learning; provisions for safe spaces in the development of students' voices; the revision of centers and margins to understand power and agency; the recognition of difference as central to the reconfiguration of existing social boundaries; the development of a language of critique and possibility; and the evolution of teachers as intellectuals. Finally, the authors highlight, in detail, two curriculum projects based in schools that exemplify these principles, a middle school forum for girls that addresses issues of sexual violence in rural Pennsylvania, USA and a high school class for pregnant and parenting teen mothers in Las Vegas, NV.     

Who Cares About Caring in Early Childhood Teacher Education Programs?

The ability to care for oneself, near and distant others, animals, plants, human-made objects, and even ideas is an antidote for violence in its many forms as experienced in childhood as well as adulthood. This article makes a case for facilitating the development of the ability to care as children develop. The authors emphasize the importance of teachers facilitating this development. However, early education teachers may not be able to nurture the ability to care in others without the ability to care being facilitated in their own development. This article emphasizes the importance of creating caring teacher education programs as a model to foster its development in preservice early education teachers.     

Critical power is not attained at the end of an isokinetic 90-second all-out test in children

Abstract

The purpose of this study was to establish whether critical power, as traditionally determined from the performance of three constant-load tests to exhaustion, is attained at the end of a 90-s all-out test in children. Sixteen healthy children (eight males and eight females; mean age 12.3 years, s_x  = 0.1; body mass 39.6 kg, s_x  = 1.8; peak [Vdot]O₂ 2.0 litres · min^?1, s_x  = 0.1) completed an incremental test to exhaustion to determine peak oxygen uptake (peak [Vdot]O₂), three separate constant-load tests to exhaustion to calculate critical power, and an isokinetic 90-s all-out test. The end power of the 90-s test averaged over the last 10 s (140 W, s_x  = 8) was significantly higher than critical power (105 W, s_x  = 6; t = 6.8; P < 0.01), yet the two parameters were strongly correlated (r = 0.74; P < 0.01). After 60 s, there were no further reductions in power output during the 90-s test (P < 0.0001). In conclusion, at the end of a 90-s all-out test, children are able to produce power outputs well above critical power. This suggests that 90 s is not long enough to completely exhaust the anaerobic work capacity in children.     

Assessing Integration at Patcham House

Since 1983, both teachers and medical staff at Patcham House School in East Sussex have been following a policy of integration. Angela Jacklin, formerly class teacher, now lecturer in education, Sussex University, and Jeanne Lacey, senior physiotherapist at the school, describe the way the school's methods of integration developed, and the outcomes of their programme of evaluation and research.     

InfoFair: an annual computer and information event

Since 1983, the Spencer S. Eccles Health Sciences Library has presented InfoFair, an annual event featuring presentations, exhibits, demonstrations, and workshops on computer and information topics of interest to health professionals and health information providers at the University of Utah Health Sciences Center and throughout Utah. The first InfoFair was held in response to an increasing number of inquiries from library users on how to search MEDLINE from their home or office computers. The focus of InfoFair has expanded and changed over the past nineteen years to reflect changes in library users' computer and information needs, concerns, and interests. While themes and programs have changed, a definite set of trends, guidelines, and procedures have developed based on the experience gained each year. The purpose of this paper is to review and evaluate the changes in InfoFair from 1983 to 2001 and to present information for use by other libraries for planning and presenting similar events.     

Cognitive Determinants of Physically Assaultive Behaviour in the Dyadic Free Play of Disruptive Children

A functional analysis was performed on the physically assaultive behaviour emitted during the dyadic free‐play interactions recorded on videotape of ten inner‐city school‐age disruptive children withdrawn from regular school classes and placed in a therapeutic day program at a psychiatric facility. The study revealed that discriminative stimuli inherent within the social context of play exerted cognitive control over the initiation of physically assaultive behaviours; specifically, the gender of both initiator and recipient of assaults, the context (real vs. fantasy play), and peer familiarity affected the rate and duration of aggressive behaviour. Implications for understanding the behaviour of disruptive children are discussed.     

Portable classroom leads to partnership

Library faculty participation on the School of Medicine Curriculum Steering Committee led to a unique opportunity to partner technology and teaching utilizing the library's portable wireless classroom. The pathology lab course master expressed a desire to revise the curriculum using patient cases and direct access to the Web and library resources. Since the pathology lab lacked computers, the library's portable wireless classroom provided a solution. Originally developed to provide maximum portability and flexibility, the wireless classroom consists of ten laptop computers configured with wireless cards and an access point. While the portable wireless classroom led to a partnership with the School of Medicine, there were additional benefits and positive consequences for the library.     

Le Conseil de Littérature de Jeunesse,Bruxelles

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