The Joint Establishment of the World Federation of Scientific Workers and of UNESCO After World War II

The World Federation of Scientific Workers (WFScW) and UNESCO share roots in the Social Relations of Science (SRS) movements and in the Franco-British scientific relations which developed in the 1930s. In this historical context (the Great Depression, the rise of Fascism and the Nazi use of science, the social and intellectual fascination for the USSR), a new model of scientific internationalism emerged, where science and politics mixed. Many progressive scientists were involved in the war efforts against Nazism, and tried to prolong their international commitments into peacetime. They contributed to the establishment of the WFScW and of UNESCO in 1945–1946. Neither the WFScW nor UNESCO succeeded in achieving their initial aims. Another world emerged from the immediate post-war years, but it was not the world fancied by the progressive scientists from the mould of scientific internationalism. The aim of this article is to follow the path from the Franco-British networks towards the establishment of the WFScW and UNESCO; from an ideological scientific internationalism towards practical projects. It is to understand how these two bodies came to embody two different scientific internationalisms during the Cold War.

The average IQ of sub-Saharan Africans assessed by the Progressive Matrices: A reply to Wicherts,Dolan, Carlson & van der Maas

Wicherts, Dolan, Carlson & van der Maas (WDCM) (2010) contend that the average IQ in sub-Saharan Africa is about 76 in relation to a British mean of 100 and sd of 15. This result is achieved by including many studies of unrepresentative elite samples. Studies of acceptably representative samples indicate a sub-Saharan Africa IQ of approximately 66.     

Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the "Net Generation." At Stetson University, the use of Blackboard courseware in library instruction sessions successfully addressed the unique learning styles of students.     

Understanding others Kellyian theory,methodology and applicationComprendre les autres la théorie de Kelly: methodologie et applicationEntendimiemto de los otros la teoría de Kelly: metodología y applicación

This article discusses Kelly's theory of personal constructs and its Repertory grid technique as means of revealing the nature of cultural differences and similarities. It shows how Kelly's theory relates to cognitive theory, implicit personality theory and subjective culture theory. According to Kelly, people and groups are best understood in terms of the ways they anticipate events. People are all psychologists since they employ constructs. These bases of discrimination are bipolar in nature and open to revision. A group's culture is summarized by its members' shared superordinate constructs. Kelly's Commonality Corollary explains that members of a group are similar because they use the same constructs to order events. Kelly's Sociality Corollary states that, in order to enter into a relationship with others, people need first to subsume the others' personal constructs. His custom-built Repertory grid elicits constructs by having a person decide how in a matrix other people, for example, are similar and different. In the rated grid form, each person or element is rated from most to least on the positive pole of each construct. Either principal components or cluster analysis or multidimensional scaling can reveal the interviewed person's superordinate dimensions of appraisal. As an emic technique, the grid is contrasted with the semantic differential and other fixed-format tests. A review of the personal construct literature shows that many individuals and cultural groups have been explained in their own terms. In this research, difference is construed as interesting and others are understood by construing their construction processes as a first step towards approval.     

Through the years: a longitudinal study of physical education teachers from a research-based preparation program

This study investigated factors that enhanced and constrained the career development of six teachers, who had graduated from the same university teacher education program, in their induction years (Woods & Earls, 1995) and again later in their career cycles. Three participants were physical education teachers (PETs), and three were former physical education teachers (FPETs). Fessler's (1985) Teacher Career Stage Model provided the theoretical framework. Data sources were: interviews with teachers and their teacher educators and direct observations of lessons. Results indicated that the PETs continued to have skill development as their primary teaching objective. The teachers maintained many of their teaching skills, and shifted between the career cycles of "competency building" and "enthusiastic and growing." All three FPETs left their physical education positions during the career frustration stage and at the time of publication were in the career exit stage.     

Knowledge,Labour and Education

In an emerging knowledge-based economy, the rationale for how resources are organised, value is created and, in turn, how value is converted into power will change radically. Educators, in particular, can play a central role in negotiating these power shifts. This paper examines the impetus behind the shift. In so doing, production is examined as to how it creates value and how that changes our work and learning environments. Emerging definitions of education, value, labour and knowledge are discussed in light of these changes. Finally, resultant social, political, production and structural changes are examined.