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This article concerns the problematic connection between Marxism and Andragogy. The former is generally regarded as an unpopular, discredited and, in some political circles, a dangerously revolutionary political doctrine, mainly of historical interest. The latter is a conventional, contemporary, and pragmatic approach to adult education that distinguishes between teaching methods appropriate for children and adults. What follows in a discussion of whether the two can be connected and, if so, for what purpose?

Despite the importance that international educators place on the health and safety of students, not enough attention is given to the wellness of professionals during crises. This narrative study explored how the response to COVID-19 affected the wellness of six international educators. We found that the changes to professional social relationships, new challenges faced throughout a long-term pandemic, and uncertainty about the future affected the wellness of the participants in myriad ways.

Counselors are frequently called upon to be advocates for their clients and, more broadly, to advocate for the counseling profession. However, many new counselors struggle with integrating advocacy work in their counseling practice. This article provides an overview of service learning and identifies ways counselor educators may foster advocacy skills among counselors-in-training through the use of planned service learning experiences in the counselor education curriculum. The authors then provide examples of service learning activities for use within the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 core curricular areas, including professional orientation and ethical practice, social and cultural diversity, career development, helping relationships, and group work.

Aligning job descriptions at Duke University Schools of Medicine and Nursing with the Joint Task Force for Clinical Trial Competencies (JTFCTC) spurred additional related activities--namely, establishing professional pathways and career ladders for clinical research professional (CRP) positions. CRPs leave Academic Medical Centers for many reasons, but lack of career advancement opportunities is one of the top observations. Duke developed a competency-based tiering system for CRP job classifications. This process of Tier Advancement allows CRPs to advance their tier through demonstration of knowledge, skills, and abilities in a variety of clinical research competencies. Tier Advancement is point-based and permits CRPs to advance within a single job classification, removing the need for onerous reclassification. The point-based nature of the system allows flexibility, in that CRPs can advance by demonstrating a limited set of in-depth specialized competencies or a breadth of responsibilities across a wide array of competencies. Tier Advancement has provided benefit to individual employees by offering an opportunity for self-driven career development. It has also benefited the institution by increasing CRP retention rates and allowed Duke to better understand current competency levels of its workforce.

COVID-19 largely brought U.S. education abroad to a halt. As universities and education abroad organizations bolstered risk management policies, students slowly returned to study abroad programs. Our phenomenological study explored the meaning that students who studied abroad during the pandemic gave to their experiences. We found that the essence of the phenomenon was an amplified version of the meaning that students gave to pre-pandemic study abroad experiences.

The purpose of this study was to create concrete, practical recommendations for remediation with students struggling to effectively counsel members of the LGBTQ+ populations as a result of faith-based values conflicts that are both effective and ethical. A panel of seven experts in counselor education participated in this Delphi study.

Objective: Access to naloxone is a priority for reducing opioid overdose deaths. Although participants who receive naloxone training are able to successfully administer it, the impact of training on community member knowledge and attitudes has not been explored. Participants: A total of 105 participants 18 years and older at a medium-sized university completed assessments between August and December 2019. Methods: Participants were scheduled to complete a standardized 30-minute naloxone training as developed by the research team. Assessments were taken at baseline, immediately following, and three-months following education using the Opioid Overdose Knowledge Scale (OOKS) and Opioid Overdose Attitudes Scale (OOAS). Results: The primary endpoint of change from baseline to immediate post-education for total OOKS and OOAS median scores significantly improved (p < 0.001) by 31 and 34 points, respectively. Conclusions: Naloxone education provides an opportunity to improve community attitudes and reduce stigma over time.

On October 16, 2017, over 12,000 faculty, librarians, and counsellors in 24 independent postsecondary colleges in Ontario, Canada went on strike for the fourth time since they organized in 1971 as members of the Civil Service Association of Ontario and won their first collective agreement the next year. Begun as an apolitical, self-consciously quasi-colonial, and decidedly elitist "professional" body in 1911, the CSAO has transformed itself in name and in nature into an increasingly class-conscious and intermittently militant Ontario Public Service Employees Union with current membership of approximately 180,000 including: clerical staff; community and social service workers; corrections officers; healthcare, transportation, and natural resource workers; as well as college academic and support staff employees. Relations with their employers have become increasingly adversarial and rarely greater than in the college sector. This paper explores this strike.

Within the past century in North America, Europe, and elsewhere, brief episodes of student political activism and protest have alternated with much longer periods of apparent apathy and social conformity (fringe elements of artistic bohemianism notwithstanding). This article looks to the ideological origins of student protest in the Marxist tradition and to the relationship among generational protest, critical theory and the influence of Jürgen Habermas on the evolving issues of democracy, social justice, and environmental sustainability. While Marx remains central to the critique of capitalist economics and the exploitation of workers under capitalism, Habermas opens the path to a more expansive, communication-based understanding of domination with implications for transformative education that will contribute to a social change based on a wider platform than social class, including issues of ecology and social justice in a comprehensive approach to human emancipation.

Background: The success of the learning assistant (LA) model has largely been attributed to LA facilitation of active learning tasks. A deeper understanding of how LAs facilitate these tasks would inform LA training and support successful adoption of the LA model. Our investigation of LA actions during their interaction with students in the classroom contributes to that understanding. We present and discuss the development of the action taxonomy for learning assistants (ATLAs), as well as illustrate its applicability by presenting some analyses that were conducted on sample data. Results: The LAs carried out several different actions that we categorized broadly as LA-Directed Facilitation, LA-Guided Facilitation, Advice, Feedback, Course-Related Talk, and Non-Course-Related Talk. LA-Directed Facilitation and LA-Guided Facilitation were the most common types of actions observed. We found that LA actions varied by course. Conclusions: ATLAs is a tool that can be used to examine LA actions. In our sample data set, LAs undertook many different actions during interactions with students which indicates that LAs play several different roles in the classroom. These findings have practical implications not only for faculty seeking to implement a peer instruction model such as the LA model, but also for instructors wanting to utilize LAs in their courses more effectively. Understanding what the LAs are doing during interactions with students can provide us insight into the different roles that LAs undertake. Knowledge of these roles will guide effective training, feedback, and direction of LAs, particularly during the pedagogy course.

Purpose/Objectives: The purpose of this study was to identify key drivers of students' breakfast habits, including eating breakfast at home or at school, to inform strategies that school nutrition professionals might use to increase participation in School Breakfast Programs (SBPs). Methods: A convenience sample of students in grades 1-12 from two public school districts in Connecticut participated in focus groups. Each of the 13 focus groups included students from two or three grade levels and was facilitated by a lead moderator and note-taker. Recorded discussions were transcribed with students' comments coded to identify common themes. Within each theme, the grade levels of participants were identified to determine whether the theme represented comments by elementary school (grades 1-6), middle school (grades 7-8), and/or high school (grades 9-12) participants. Results: A total of 105 students (57% female, 43% male) participated. Across all grade levels, hunger, or a desire to avoid its adverse effects (e.g., grumpiness, headache), was identified as a consistently mentioned reason for eating breakfast. Other reasons included parental influence (elementary students), desire to improve energy (elementary students), and desire to improve school performance (elementary and middle school students). Breakfast skipping was often reported by middle and high school students, who cited inadequate time and lack of hunger as reasons. Across all grade levels, reasons for not participating in the SBP included distaste for, distrust of, and/or cost of school foods. Inconvenience of eating at school and perception of school foods as unhealthy or "junk" were cited by elementary and middle school students. Suggestions to improve school breakfast included more choices (all grades), improved freshness or quality of foods (all grades), and healthier options (elementary and middle school students). Application to Child Nutrition Professionals: Emphasizing food quality and increasing convenience of school breakfast may help to increase SBP participation.

This paper presents findings from a study undertaken in Wales on the safeguarding of children educated at home. Findings revealed that just under a third of home educators had children with additional learning needs who were removed from school due to what parents reported as negative experiences. These experiences included the suitability of a school system based upon assessment and attainment for children with additional learning needs and a failure to provide adequate support. The decision to home educate was not taken lightly, with parents persevering in attempts to make school work for their children. Similar issues are identified in recent media coverage in England and Wales which has suggested that rises in home education may be due to parents "off-rolling" their children because they feel forced out of schools that are unable or unwilling to promote inclusive practices. Findings showed that it was not school-based education that was rejected intrinsically, but rather the extent to which schools could meet their child's needs. In the advent of the Additional Learning Needs and Education Tribunal (Wales) Act 2018, these findings suggest that a more nuanced understanding of education is required where home education, either full-time or combined with school attendance, may be in the best interests of the child.

Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students' identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage in producing science identities that incorporate positive perceptions of who they are and what they have experienced. We used Holland's theory of identity and Urrieta's definitions of conceptual identity production (CIP) and procedural identity production (PIP) to explore the process of students' science identity production. We interviewed 26 students from five sections of a general biology course for majors at one higher education institution. The interview protocol included items about students' identities, influential experiences, perceptions of science, and perceptions of their classroom communities. From the interviews, we developed hierarchical coding schemes that focused on characterizing students' CIP and PIP. Here, we describe how students' socially constructed identities (race, gender, etc.) and their experiences may have impacted the production of their science identities. We found that authoring (i.e., making meaning of) experiences and recognition by others as a community member influenced students' science identity production.

As a postsecondary educator with most of my experience teaching in colleges, but with some also in undergraduate and postgraduate studies both in Canada and the United States, I have been teaching politics and government for close to fifty years. That time has been spent not only undertaking empirical analyses of political behaviour and the normative analysis of political theory, but also in the practical activity of promoting understanding of what is frequently called "civic life". The authorities who develop broad educational goals seem to have it in mind that promoting ideas of good citizenship and suggesting ways in which this citizenship can be enacted should be among the several goals of faculty members involved in "general education." As we live in a liberal democracy, it follows that a good part of that mission should involve the both cognitive knowledge (how governments work, issues of policy development, elements of the political process, etc.) and what are sometimes called affective and behavioural traits--habits of attitude and action that encourage and exemplify good citizenship. Specifically, we are expected to teach something about democracy.

Stereotypical behavior maintained by automatic reinforcement often does not result in harm but may be undesirable in some situations. In the current investigation, participants were 2 individuals who engaged in nonharmful stereotypical responses shown in an analogue functional analysis to be insensitive to social contingencies. After bringing these responses under stimulus control using differential punishment, both participants learned a mand to terminate punishment for stereotypy. We also assessed whether the mand could be brought under stimulus control. (Contains 2 figures.)

In this article, Howard Doughty examines how today's technological devices alter and increasingly substitute for one's body/mind, sociality and (a)morality. He claims that today, under the crushing weightlessness of virtuality, citizens are less confident, more willing to retreat into the idiocy of private life. He goes on to address the promotion of paranoia that accompanies electronic communications and privacy breaches. He points out that not only are electronic communications monitored with the intent both of selling commercial products and also detecting dissenters from whatever dominant social, economic or political agenda is operative at any particular time and in any particular place; but, according to those who know it best (Julian Assange, Edward Snowden, Glenn Greenwald and the rest of the usual suspects), the extent of this surveillance has made the entire concept of privacy obsolete, something future generations will never experience and will not be able to imagine (Greenwald, 2014). Doughty goes on to introduce four hierarchical levels of electronic information media and surveillance issues that, while categorically distinct, are interconnected: (1) the "micro" level (includes educators' work in relation to students, classrooms, chat rooms, curriculum design, teaching "strategies" and "delivery systems," and the like); (2) the "meso" level (involves educators' institutional settings, focuses on educators' relationship to their immediate administrative arrangements and college management structures and involves their frontline supervisors, CEOs, and Human Resources department); (3) the "macro" level (deals with educators' institution's organizational superiors, commonly in the form of some governmental ministry, local Board of Governors, Trustees, Regents, etc. and whatever accrediting agency is authorized to take responsibility for the bulk of their funding and academic legitimacy); and (4) the "meta" level (connects educators to broader cultural, social and economic patterns in compliance with which they describe, explain and justify their overall enterprise and which subtly or stridently imposes its norms and practices upon them). His discussion focuses on the "micro" and "meso" levels and delves into the following four issues: (1) employee rights and academic freedom; (2) student vigilantes; (3) social media interaction with students; and (4) student tracking devices.

Postsecondary teacher, Howard Doughty, has been teaching politics and government for close to fifty years. That time has been spent not only working with the empirical analysis of political behaviour and the normative analysis of political theory, but also in the practical activity of promoting understanding of what is frequently called civic life. In line with current standards and educational goals for faculty members involved in "general education," Doughty asserts a good part of that mission should involve the both cognitive knowledge (how governments work, issues of policy development, elements of the political process, etc.) and what are sometimes called "affective" and "behavioural" traits--habits of attitude and action that encourage good citizenship. More specifically, these educators are expected to teach something about democracy. Herein, Doughty discusses the historical controversy that follows the concept of democracy in theory and in practice. Next, he highlights four primary concerns about the current state of democracy and electoral system. Doughty goes on to explore briefly one set of criticisms of contemporary democratic politics as they are practiced in the United States of America, Canada and the United Kingdom. A description of the First-Past-the-Post (FPP) electoral system and its overall flaws are then discussed. Three cases are then presented to illustrate why some people regard FPP as an unfair and even an undemocratic way to elect presidents, prime ministers and legislators of various descriptions. Doughty concludes with several arguments demonstrating why FPP should be replaced with the Proportional Representation (PR) electoral system.

Download rates of academic journals have joined citation counts as commonly used indicators of the value of journal subscriptions. While citations reflect worldwide influence, the value of a journal subscription to a single library is more reliably measured by the rate at which it is downloaded by local users. If reported download rates accurately measure local usage, there is a strong case for using them to compare the cost-effectiveness of journal subscriptions. We examine data for nearly 8,000 journals downloaded at the ten universities in the University of California system during a period of six years. We find that controlling for number of articles, publisher, and year of download, the ratio of downloads to citations differs substantially among academic disciplines. After adding academic disciplines to the control variables, there remain substantial "publisher effects", with some publishers reporting significantly more downloads than would be predicted by the characteristics of their journals. These cross-publisher differences suggest that the currently available download statistics, which are supplied by publishers, are not sufficiently reliable to allow libraries to make subscription decisions based on price and reported downloads, at least without making an adjustment for publisher effects in download reports.

A phenomenological study explored how five U.S. school counselors-in-training experienced cultural immersion in family life, schools, agencies, and community in the Netherlands. The central phenomenon emerging from reflection papers was that insights about cultural values led to making sense of how school counseling and special education were conceptualized. Students' growth in cultural competence evolved from an initial preoccupation with concrete differences to a nuanced understanding of, and preference for, Dutch institutions and policies, and finally to a balanced view of U.S. and Dutch cultures. Findings attest that deep learning can occur in 2 weeks if thoughtful preparation, mutual benefit, collaboration, homestays, and community experiences are elements.

After discussing key issues in the aptitude literature and presenting an updated, multicomponential model of cognitive language aptitude, we consider two analyses from a longitudinal investigation using aptitude to predict success in language learning. Aptitude is conceptualized as a special talent for learning languages and a ceiling on success. In other words, for any given person, when motivation is high, personality facets are aligned, and the learning context is excellent, differences in aptitude determine ultimate attainment. Findings show that the full Modern Language Aptitude Test and the full High-Level Language Aptitude Battery each predicted adult language learning success outcomes. In addition, different combinations of components drawn from these two (by design) complementary aptitude batteries predicted different aspects of basic and advanced proficiency and did so above and beyond nonaptitude variables, such as childhood exposure, previous language learning, age at the time of training, level of education, and enjoyment. (This research was supported by the United States Government Contract No. H98230-07-D-0175.)

This article reports on the quantitative data from a 2017 survey of secondary-school teachers and librarians in Aotearoa New Zealand. Findings suggest that librarians and library services are not seen by teachers or librarians to be centrally involved in the development of information literacy (IL) skills in students, and that teachers may lack full awareness of what services school libraries offer. There was mixed evidence for the idea that teachers and librarians share a definition of IL, and our findings suggest that, while both groups value IL skills, particularly in academic contexts, they don't necessarily see those skills as promoted by "The New Zealand Curriculum" ("NZC"59-88 ) and the National Certificates of Educational Achievement (NCEA). We conclude with a discussion of the implications of these findings and provide recommendations.

This article reports on an investigation of a workshop approach to probe and deepen Irish preservice teachers' (PSTs') initial professional pedagogical vision of inquiry-based science education (IBSE). In an effort to understand the experiential and historical foundation of their vision, we report on the current culture of science teaching and assessment within the Irish school system and contrast it with the aims set out at a policy level as a way of contextualizing teacher candidates' ideas about IBSE. We describe a workshop approach designed to engage PSTs in IBSE activities and an analysis framework that allows us to elicit the PSTs' professional pedagogical vision, specifically the key practices of coding and highlighting, from critiques of inquiry activities they carried out in the workshop. We offer the workshop approach as a viable complement to video analysis of exemplary teaching episodes and demonstrate the analytical power of the approach by reporting what practices the PSTs highlighted as constituting IBSE and how they coded the purpose of the practices they highlighted. We use these highlighted practices and coded purposes as indicators of their professional pedagogical vision of IBSE, and reveal the extent to which PSTs adapt the tenets of IBSE to fit in with their desire for students to remember science facts.

An adult with autism and a mild intellectual disability participated in a 0-s delayed matching-to-sample task. In each trial, two sample stimuli were presented together until the participant completed an observing-response requirement consisting of 1 or 10 mouse clicks in the baseline and experimental phases, respectively. One of the two sample stimuli then appeared randomly as a comparison stimulus (S+), along with two other comparison stimuli (S-). Higher levels of correct responding occurred under the larger observing-response requirement, and the proportion of errors related to one of the two sample stimuli decreased. Thus, stimulus overselectivity was reduced without requiring differential observing responses. (Contains 1 figure.)

Innovation should be about procedures and methods. Little thought is given to proximate, much less ultimate aims. In this article, the authors invite educators to take a break and explore the educational enterprise to which they devote their life's work. They discuss two bits of excerpted writing, both over half a century old. One comes from Jack Kenney, a high school English teacher whose career in Port Colborne and Collingwood, Ontario spanned the years from 1938 to 1974. The other was composed for the September, 1957 issue of the "Royal Bank of Canada Monthly Letter" by James Muir, then Chairman of the Board and President of that venerable financial institution. The first gives advice to students about to enter high school. The second offers counsel to those concerned with even higher education. They argue that education is in trouble if it is not "both" fun "and" practical. They then offer some observations on Jack Kenney's mantra, "The only object is intellect", for reflection.

One of the author's enduring concerns about the concept of academic freedom is with semantics. It has seemed to him that one of the biggest difficulties with discussions of academic freedom (as with many conversations about "value-laden" terms such as "democracy," "equity," and "justice") is that people begin from different positions and with different definitions in mind. When terms are defined differently by various parties to a discussion, it is hard to resolve disputes. Moreover, when circumstances change, already precarious definitions may have to be modified to adapt to new environments. Depending on what people mean by their words and how their words are to be used in new situations, substantially different policy implications may follow. As the title of this article implies, the author believes that people are now facing new circumstances. The changing circumstances he has in mind relate to the socially constructed rationale for institutions of higher education, alterations in patterns of finance, and a new view of how colleges and universities are expected to demonstrate accountability in the emerging postindustrial society. In the recent past, each of these has been infused with what is best described as the "market mentality," the belief that institutions do best when they are subjected to a pat on the back or a slap in the face from the "invisible hand" of consumer choice. It is this author's feeling that this market mentality may be in for a spanking of its own. In this article, he revisits the subject of academic freedom. The focus of the changes discussed in this article is postsecondary schools, and the locus of debate concerns both colleges and universities. The changes are complicated and made even more controversial by the emergence of serious debates within and among "two-year" colleges and "four-year" universities, as well as the host of hybrids now struggling for recognition and success.

Education is many things, but it is primarily the mode of production and reproduction of socially sanctioned knowledge, including the technical skills and sustaining ideology needed to maintain cultural continuity while adapting to social change. To teach creatively and to explore and shape knowledge amidst vast technological changes is the test of contemporary educational success. Part of that test involves the protracted assault on the liberal arts in the presence of transformational information technology, an increasingly competitive global economy and the neoliberal market mentality. Liberal arts defenders have confronted disparaging critiques with three basic types of argument: autonomy (the liberal arts are inherently valuable); service (the liberal arts support vocational training); and complementarity (the liberal arts properly balance marketable skills). A fourth position is that humanity's precarious position in dangerous times provides the liberal arts' principal rationale: The liberal arts are essential for ecological sustainability, social survival, the future of our species.

Relations between Islam and the West have seldom been easy. Enmities and resentments date back centuries. So do cultural contacts, economic ties and periods of relative cooperation. Today, however, nothing symbolizes that unsteady and often tense relationship more than the events of 11 September, 2001 and the bloodshed that has followed in Palestine, Iraq and Afghanistan as well as the cities of London, Madrid and elsewhere. The attitudes and actions of both sides have important consequences for citizens not only in Islamic countries but also in the West. They present especially serious trials for educators, both in principle and in practice. For other citizens, the purported clash of civilizations brings up questions concerning the very Western values that are said to be in jeopardy. This article is intended to describe some of the background to the riddle of human rights as it affects Islam and the West, and to open the discussion of political principles to a consideration of the concrete, day-to-day activities of teachers, students and educational institutions. The authors present a skeletal framework for discussion of the philosophical, political and pragmatic issues specifically related to the subject of women in the Muslim states and to Muslim women in the Islamic diaspora, and to connect these topics in a way that will encourage a useful consideration of the ethical, political and pedagogical dilemmas posed by the apparent disjunction and discord among women's rights, cultural tolerance and religious freedom.

Anyone who already regards college education as a business should have no trouble with corollary notion that marketing is essential to success. In the information and service industries including education, marketing depends more upon image than it does in resource extraction, refining and manufacturing. In this article, the authors focus on Diana Oblinger, Executive Director of Higher Education for Microsoft Corporation, as merely one of the more prominent market analysts who has sought to single out a new cohort of educational consumers and describe what makes them unique. Acceding to the alleged needs and only dimly articulated preferences of contemporary college students, one finds a bizarre pedagogy emerging. This is most easily witnessed in the study of history, although ample examples could be drawn from areas as diverse as anthropology and zoology. Rather than "telling students about the conclusions of history," Oblinger touts games allow that "students to explore authentic information via multiple paths." The authors argue that Oblinger displays neither academic nor scholarly pretensions.

Throughout North America and the world, educators are awash in urgings and suggestions about how to change what they do and how they do it. "Challenges" and "crises" are identified and elaborated. Teachers are made to feel embarrassed if they are unaware of "cutting-edge technologies" and uniformed about profound demographic and attitudinal shifts among their "customers" and "clients." The result is an addition to novelty that poses problems of its own. Innovations in education must be understood and assessed in context. Instead of judging whether new educational theories and practices produce measurable improvements in the success of educational programs (higher achievement in learning, more efficient "curriculum delivery," lower attrition rates, and so on), it is first necessary to establish the material conditions under which education happens, the normative values it carries with it, and the social interests it serves. Like every other human project, education is not "value-free," but is inherently biased--philosophically, politically and economically. To undertake a thoughtful discussion of educational change requires a preliminary exploration of the political economy of education--an inquiry into the ways in which educational policies and applied pedagogy support larger general or special interests, and either uncritically support or critically interrogate deep patterns of social and cultural power and authority. The invitation to critical analysis is followed by a suggestion that education does not suffer from a lack of innovation, but from a failure to see and act upon the need for renovation.

In a previous article ("Academic Freedom: An Essentially Contested Concept," The College Quarterly, 2:3 (1995)), the author made some observations to the effect that the concept of academic freedom was not easily discussed, for it was defined differently by various parties to the conversation. This remains true. In fact, it is now complicated and made more controversial by the emergence of serious debates within the "two-year" colleges as well as the "four-year" universities. In non-degree-granting colleges, or in colleges that award some form of "applied" degree (commonly called a Bachelor of Applied Arts or a Bachelor of Technology), academic freedom deals with roughly parallel issues to those present in the university tradition, but it has very different origins and has followed a very different path. Duncan Hill is to be commended for his thoughtful and focused discussion of academic freedom in the university setting, particularly with regard to the matter of student assessment. In this article, the author does not take issue with Hill's main theme or its application. Rather, he points to ways it may be extended and applied to other institutions.

In the early 1980s, it was not sub-prime mortgages and toxic assets, bank failures and factory closures that crowded the pages of the business section of the daily newspapers. It was something called "stagflation," a noxious combination of inflationary pressures on currency and stagnating levels of production. Still, the effects were roughly similar, and the growth of unemployment was almost identical. Politicians called upon both academic economists and the leaders of business and industry to come up with a plan to solve the crisis, just as leaders are doing today. In the midst of the emergency, however, something else happened. The bishops of the Roman Catholic Church in Canada came out with a bold document. Excise the references to God, Jesus and the Gospels and one would find a rather radical economic manifesto. Keep them, and one will read a test of faith, hope and charity. The Bishops proposed that the interests of labour be put ahead of the interests of capital, that the dignity of work supersede the quest for technology, that economic justice be recognized as the overarching social goal and that the "preferential option" be for "the poor, the afflicted and the oppressed" be exercised in all actions. In short, these high-ranking members of the largest religious denomination in Canada spoke eloquently about making the economy about morality and not money. In time, prosperity of a sort returned. Whether the recovery was a predictable consequence of the business cycle or won on the backs of the poor, the working and the middle classes through draconian cut-backs in social services and other efficiencies is a matter of debate. What is clear, however, is that the counsel of the clergy was totally ignored. The author does not reclaim this document and disseminate it as a cure-all. In some ways, he thinks its diagnosis and recommended therapies are utterly naive. He also does not endorse its religious premises. However, he thinks that the Bishops were on to something important, and he thinks teachers would do themselves and their students no permanent harm if they were to consider the ethical context for whatever they teach since, in one way or another, the various global tensions--ecological, ideological and economic--cannot forever be ignored and, as teachers, they surely have some responsibility to raise the truly important questions. In this article, the author presents the document and his views.

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students' middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

Multiple international studies have confirmed the positive impact of library services and teacher--librarian partnerships on delivering curriculum outcomes and quality student learning in secondary schools. Despite this, there are indications internationally that school libraries are in decline. This article uses qualitative data from a national survey of teachers and librarians in New Zealand secondary schools to investigate teacher and librarian attitudes and beliefs about the role of library services as a space to help develop "The New Zealand Curriculum's" (Ministry of Education, 2007) ("NZC") future-focused vision of knowledgeable, critically and creatively engaged citizens, and the teaching of its attendant competencies. Our findings suggest that teachers' and librarians' beliefs and attitudes towards the library and to each other differ significantly, leading to an underutilisation of library services as a central resource for effective curriculum implementation. We conclude by arguing for a systemic revision of how libraries are positioned, staffed, and resourced in schools, that will change teacher and management beliefs to more closely align with the espoused pedagogical position of "NZC" and, ultimately, and most importantly, to engender sustained gains in student learning.

Social class lies at the core of much that Marx said about the "laws of history." Class conflict was to be the means whereby capitalism would be overthrown, superseded by a revolutionary dictatorship of the proletariat and, subsequently, by a communist society in which alienation and exploitation would be replaced by emancipation and the full flowering of human potential as both individuals and a species. The capitalist system, however, has proven remarkably resilient and resourceful. The welfare state ameliorated extreme economic distress, popular culture sapped revolutionary energy, and "identity politics" fragmented political radicalism. Meanwhile, the definition of social class itself became problematic. A reorganized labor market produced divisions between the traditional working class and precarious workers and, in colleges and universities, the old "professoriat" was joined by a new "precariat" that now does over two-thirds of the teaching. Thistrend is part of the "corporatizing" of higher education and the "neoliberal" restructuring of work in late capitalism. Intellectuals, once the theoretical "vanguard of the proletariat," are now practical leader stoo. Educational worker militancy has implications for the academy and class tensions throughout society. It raises the question: Was Marx wrong, or has he just not yet been proven right?

Debates about the future of UK language learning in the context of Brexit intensified as soon as the referendum outcome was announced. This politicization of language learning, evidenced recently also in the United States and France, falls upon an already difficult context of the United Kingdom in a 'language learning crisis,' and an increasing social segregation between those who learn languages, and those who do not. In the Brexit-induced politicization of language learning, some suggest that the United Kingdom's unwillingness to learn languages is indexical of Europhobia, while others contend that the 'global English' phenomenon is the root cause. We examine the evidence for these rationales. Our data analysis uses van Dijk's methods of macrostructure Critical Discourse Analysis, to examine 33 publicly available texts on the topic of Brexit and language learning in the UK that appeared in the immediate aftermath of the referendum (June-November 2016). The analysis reveals how different stakeholders frame language learning as a habitus associated with social markers, and thus either reinforce patterns of the social divide in language learning, or challenge these. The conclusion proposes avenues of politicizing language learning that might foster rather than hinder uptake in those currently disengaged from language learning.

Resurgence refers to the recovery of previously extinguished responding when a recently reinforced response is extinguished. Although the topic of resurgence has received limited experimental attention, there recently have been an increased number of investigations involving the topic. This increased experimental attention also has been accompanied by conceptual analysis. This increased interest in resurgence by both basic and applied behavior analysts is noteworthy because the topic relates to several different areas in and outside behavior analysis. This paper is a brief and selective review of resurgence, and its aim is to illustrate the importance of continuing to investigate the topic. More specifically, the role of resurgence in understanding topics such as behavioral history, drug relapse, severe problem behavior, communication disorders, and cognition, is described. (Contains 1 figure.)

The text for this article derives from Antonio Gramsci's Prison Notebooks, which contain the central elements of his extensive critique of education in Benito Mussolini's Italy. In prison from 1926 to 1937, he produced a remarkable amount of writing on many political and cultural subjects, all of which were scribbled out in student notebooks and smuggled from his cell to an awaiting world. His critique of education was especially fascinating, because he advocated a "classical" education for all citizens. The problem for Gramsci was the same as for educators today: how to provide citizens with the intellectual opportunities to make citizenship meaningful. The author describes the steps that Seneca College has taken toward becoming a corporate college which include the imposition of an industrial model of labour relations, the commodification of education and the reduction of active students to passive consumers of educational merchandise. Seneca increasingly displays a comprehensive and exclusive commitment to a definition of education that deskills teachers by transforming them from autonomous academics to standardized technicians "delivering curriculum" to submissive customers. Control over the entire process remains with a hierarchical management structure that regulates every step of the teaching and learning process, quantifying and monitoring each aspect of classroom performance and eliminating as much "variability" as possible in what and how teachers teach, and what and how learners learn, such that every expectation of the corporate agenda is met--including reduction of production costs to the lowest possible level. The author also explains what he means by a propositional inventory. He has arranged seven subtopics through which to focus on one or another element in the complex set of corporatist arrangements within which teachers live their professional lives. Each one contains three propositions and a summary question that, if effectively considered, could help erect a framework upon which it will be possible to construct an alternative vision of what the college could have been and what it still could be and should be. The author does not insist that his idea of Seneca is either optimal or even possible. He does believe, however, that some alternative is fundamental to the redemption of the college and the restoration of its capacity to contribute to the recovery of what is best in civilization, necessary for the society, crucial for the college and vital for the emancipation of the people--including teachers and their students--who live within it.

This article offers a skeletal critique of the pedagogical theory and the teaching practices arising from the work of educational innovator, Benjamin Bloom. Professor Bloom's theory and method have overtly and covertly insinuated themselves into North American educational practice over the past half-century. Their impact and influence have been felt in almost every aspect of teaching and learning, and at almost every level of education. This critique narrowly speaks to certain elements in Bloom's pedagogical paradigm. It specifically addresses the matter of learning objectives and, more particularly, the admonition to write learning objectives using "action" verbs in the construction of course outlines. This article demonstrates how even the selection of the words to be incorporated into college course outlines are connected to larger domains of ideology and the overall mode of production and distribution in contemporary society.

This article explores four kinds of critical thinking. The first is found in Socratic dialogues, which employ critical thinking mainly to reveal logical fallacies in common opinions, thus cleansing superior minds of error and leaving philosophers free to contemplate universal verities. The second is critical interpretation (hermeneutics) which began as the attempt to reveal the hidden meanings of pagan oracles and the sacred texts of the Abrahamic religions, and evolved through sociology into contemporary literary criticism and semiotics. Third are the analytical techniques that comprise a set of instructions about "how to think" in accordance with the scientific method and technological rationality. Finally, there is radical criticism that interrogates every kind of inquiry and knowledge (including science) to reveal the human interests that they serve. Of the distinctively modern kinds of critical thinking, analytical techniques serve as the unofficial ideology of contemporary education. In the alternative, radical criticism--commonly but not inevitably associated with the Marxist tradition--questions that ideology, and produces a critical consciousness that dissents from the dominant pedagogy and politics of college life. All four--Socratic dialogues, hermeneutics, critical analysis and critical consciousness--are important precursors to, or examples of, critical thinking.

Both parts of the author's past--a concern with terrorism and with the education of future agents of the state who will be expected to curb, if not to eliminate, it--contribute to what he wants to say in this essay. He seeks to make six points: (1) Racial profiling is not a discrete issue but an instance of a more pervasive racism that is evident in the overzealousness of law enforcement, the discrimination inherent in the criminal justice system and the stratagems of the so-called "war on terror"; (2) The issue of racism is also connected to historical, legal and political events which cannot easily be isolated and which confound efforts to make it into an issue of clear ideological distinctions between right-wing and left-wing politics; (3) Much of the debate over racial profiling is compromised because it takes place within an ideological context of hegemonic liberalism which begets false and futile attempts to balance civil liberties with security; (4) To overcome this bogus debate, it is necessary to gain perspective by examining the situation from a different perspective and, since Marxism is at least temporarily disreputable, individuals must look elsewhere; (5) Above all, individuals must recognize the ubiquity of technology, not as a set of instruments or, worse, devices that are intended to achieve conscious human purposes, but as determinants of what those purposes are; and (6) At a time when Marxian social theories are in at least in temporary eclipse, there is much to be gained by paying provisional attention to the preoccupations of traditional conservatism as a means to begin the critical interrogation of the modern project and its implications for thought about technology and human rights. (Contains 1 endnote.)

Phil Ochs was a prominent topical songwriter and singer in the 1960s. He was conventionally considered second only to Bob Dylan in terms of popularity, creativity and influence in the specific genre of contemporary folk music commonly known as "protest music." Whereas Dylan successfully reinvented himself many times in terms of his musical style and social commentaries, Ochs failed to win critical support when he, too, attempted to transform himself from a broadside balladeer into a more self-consciously artistic lyricist and performer. From the events at the Democratic Party convention in 1968 until his suicide in 1976, Phil Ochs' public and private life spiraled downward. Today, he would be readily identified as a victim of "bipolar disorder." Such a psychiatric assessment, while plausible in its own terms, says nothing about the political events that set the context for Phil Ochs' personal tragedy. This paper attempts to balance the individual and larger contextual themes. (Contains 2 endnotes.)

The subject of this article is the report, "Ontario: A Leader in Learning" (Rae, 2005), presented to the government of Ontario by its principal author and key public face of the document, Bob Rae. The presentation is divided into four main parts: (1) the authors attempt to summarize the political philosophy of Bob Rae, the former Member of Parliament and federal New Democratic Party foreign affairs critic, former NDP Premier of Ontario, corporate lawyer, mediator, specially chosen investigator of the postsecondary educational system in Ontario and, most recently, advisor on whether or not it would be a good idea to conduct a competent investigation into Canada's most devastating terrorist attack twenty years after the event; (2) the authors discuss the process whereby Rae and his associates conducted the review of postsecondary education as a matter of political procedure and symbolic practice; (3) the authors assess the resulting report and reactions to it as matters of political discourse; and (4) the authors speak about the 2005 Ontario provincial budget as it reflects the influence of the Rae review and sets the stage for educational reform in Ontario. Finally, the authors add a few obligatory concluding remarks.

The field of Postcolonial Studies is one of the academic fashions that has arisen in an attempt to amend or replace radical theories of social power since the alleged discrediting of Marxism. The Canadian case is more ambiguous. Postcolonialism, already an essentially contested concept, is especially conflicted where Canada is concerned. Canada has certainly had a colonial past, with parts of its territory having been claimed by one European power or another since Giovanni Caboto (alias Jean Cabot, a.k.a. John Cabot) landed in Newfoundland in 1497. Canada, however, is unlike countries such as Peru, Congo, Iraq, India, and Malaysia whose indigenous populations were politically repressed and economically exploited during long periods of alien cultural domination. As Cynthia Sugars (2004) has pointed out, like other "settler-invaded cultures," the application of postcolonial methodology is problematic because of Canada's "location within the industrialized West [and] because of its treatment of its aboriginal peoples and other minorities. [So], questions proliferate: Is Canada postcolonial? Who in Canada is postcolonial? Are some Canadians more postcolonial than others?" Elements of this story have cropped up in the work of the widely respected US sociologist, Seymour Martin Lipset. The genuine and original "Canadian identity," Lipset says, is "the result of a victorious counterrevolution, and in a sense must justify its raison d'etre by emphasizing the virtues of being separate from the United States."

Problem behavior can interfere with learning, the development of appropriate skills, and socialization in persons with developmental disabilities. In severe cases, problem behavior could result in life-threatening injury. For one 21-month-old participant diagnosed with autism engaging in severe problem behavior for whom reinforcement-based interventions had failed, punishment was implemented. After the efficacy of punishment alone was evaluated, it was implemented concurrent with response-independent attention. Problem behavior was suppressed and appropriate toy play emerged as a function of these combined interventions. Thus, punishment in combination with response-independent attention was an effective intervention for severe, attention-maintained problem behavior. (Contains 1 figure.)

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.

A laboratory experiment to determine the concentration of the anti-inflammatory drug ibuprofen in liquid gelatin capsule dosage forms, suitable for undergraduate chemistry or pharmacy students, is described. Either individually, or in small teams, the students digest two 200 mg capsules in a KOH solution. While the capsules are digesting the students prepare a range of ibuprofen standards and determine their UV absorbance at 264 nm. Next, the students use the data to both determine the drug's extinction coefficient using the Beer-Lambert equation and to plot a calibration graph. Using both the extinction coefficient and the calibration graph the students are then required to determine the amount of ibuprofen in each of their capsules. In undertaking the laboratory class, the students are required to complete a results data sheet, determine whether the capsules are within specification, and answer questions that prompt them to evaluate the different calculation methods and the accuracy of the tests. In their final exam, the students were asked three multiple choice questions and one multistep calculation question related to the laboratory class. The results of the students' final exam show that the learning objectives of the laboratory were broadly met, with students being able to demonstrate an understanding behind the science of the laboratory, and an ability to undertake simple, as well as complex, calculations.