Worn Grooves

Drawing from visual, material and written archival sources, this article critically explores some of the functions, uses and perceived values of recorded sound during the First World War and in its aftermath. An instrument of communication as well as commemoration, the gramophone helped bridge geographical (and, in some cases, cultural) distances between the home front and the rear, providing civilians with the fleeting illusion of presence, proximity, or even sentimental communion with the front. The article analyses (a) the affective and connective, but also propagandist, values of commercial wartime recordings as they circulated between the home and the front, (b) the popular notion of gramophones as regulatory instruments of civilisation, (c) the commemorative exploitations of recorded sound in the interwar period. The article focuses on the British experience, contrasting it with examples drawn from French and German experiences.     

Public Library Services for Veterans: Selected Brief Case Studies

Public libraries across the country design and deliver programs for military veterans and their families, often collaborating with other organizations and agencies. The examples were assembled from both general and specialized interviews with librarians, and literature and Internet searches, with summaries of programs assembled and written by multiple researchers. The specific limitations on the listing in this article are clearly outlined in the first section. Overall, however, the article provides a good introductory overview of what’s going on in veteran’s programs and services in America’s public libraries in over seventy libraries in forty states. We hope this list of what public libraries have organized or are doing will supply other public librarians with ideas on how to provide new services or enhance their existing ones.     

Can research on science learning and instruction inform standards for science education?

We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation.     

Discriminating Quantity: New Points for Teaching Children with Down Syndrome About Number?

ABSTRACT

The focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness.     

Photoresists for microlithography

Photoresist technology, which is used for micro-patterning exploits changes in properties of polymeric materials, such as their solubility or volatility, upon photo-irradiation. This process has greatly benefitted from the knowledge base of organic chemistry and photo-induced organic transformations. The role of chemistry in the development of photoresists is described in this article.