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In this article, based on a study rooted in interpretivism, the South African NationalWar College military history staff ride, as an education and training method related tothe curriculum of the senior staff programmes since 2002, is discussed. The educationand training process, with specific reference to the staff ride to military battle sites andthe associated application of the theory of operational art, were researched accordingto the tenets of the theory of deep learning. While using the historical–comparativemethod during the staff ride enabled the majority of the students to determine whichviable options were available to the commander, not all students were necessarily ableto relate deep learning to critical thinking. Consequently, in certain instances, surfacelearning tended to dominate simply because that was the educational world into whichthe students had been socialised. Furthermore, the facilitation process did not alwaysfully serve the students by completely weaning them off learning habits associated withsurface learning. Consequently, while being able to claim some deep learning successesusing the staff ride, continuous reflection and educational interventions are neededto maintain the successes achieved and to use these as a building platform for deeplearning during future staff rides.

We propose the "Digital-Surrogate Seal of Approval" (DSSOA) as a simple way of describing digital objects created from printed books and other non-digital originals as surrogates for the analog original. The DSSOA denotes that a digitization accurately and completely replicates the content and presentation of the original. It can be used to express an intended goal during the planning stages of digitization and to guarantee the quality of existing digital surrogates. The DSSOA Criteria can be used to evaluate individual digital objects or entire completed collections. DSSOA is independent of production technologies and methodologies and focuses instead on the perspective of consumers — including libraries that rely on digital surrogates.

Introduction: The bone tumor, osteosarcoma, remains challenging to treat in children and young adults, especially when patients present with metastatic disease. Developing new therapies based on genomic data from sequencing projects has proven difficult given the lack of recurrent genetic lesions across tumors. MYC overexpression has been associated with poor outcomes in osteosarcoma. However, other genomic markers of disease severity are lacking. Materials and Methods: We utilized whole genome sequencing of 106 tumors and matched normal controls in order to define genomic characteristics that correlate with overall survival. Single nucleotide variants were overlaid onto annotated molecular pathways in order to define aberrant pathway signatures specific to aggressive osteosarcoma. Additionally, we calculated differential gene expression in a subsample of 71 tumors. Differentially expressed genes were then queried for known MYC-responsive genes. Results: Molecular pathways specific to nuclear pore complex disassembly (NPCD) show significant correlation with poor overall survival in osteosarcoma when mutations were present. Genes involved in immune response and immune regulation are enriched in the differential expression analysis of samples with and without NPCD pathway aberrations. Furthermore, neither MYC nor MYCresponsive genes show differential expression between NPCD-aberrant and non-aberrant groups. The NPCD pathway mutations are dominated by regulatory region variants rather than protein-altering mutations, suggesting that dysregulation of genetic regulatory networks may be the underlying mechanism for their relation to osteosarcoma phenotype. Discussion: Overall survival is significantly worse in patients whose tumors show aberrations in the NPCD pathway. Moreover, this difference in survival is not driven by MYC-overexpression, suggesting a novel mechanism for some aggressive osteosarcomas. These findings add light to the evolving understanding of the drivers of osteosarcoma and may aid in the search for new treatments based on patient-specific genetic data. [ABSTRACT FROM AUTHOR]

Rapid technological change has caused some to question the need for the Federal Depository Library Program (FDLP). We argue that the traditional roles of FDLP libraries in selecting, acquiring, organizing, preserving, and providing access to and services for government information are more important than ever in the digital age.

In the age of digital information, libraries and librarians are struggling to define their proper roles. In a time of financial uncertainty and economic crisis, many libraries are facing decisions that will have long-term implications and consequences. At a time like this it is particularly important that we have a clear vision of a sustainable role for libraries.

Granting ownership rights to data, as if it were private property, only limits data access without ensuring the benefits of researcher precedence or the rewards for good data collection.

Books meant for young readers did not appear until scholars such as John Locke began to suggest a more modern concept of childhood. Though the eighteenth century saw the establishment and growth of children's book publishing, it was as late as the nineteenth century when children's literature truly came of age. This article traces the development of American children's literature from its early European roots to the rich and diverse literary offerings available to young readers in the twenty-first century.

INTRODUCTION I. UNDERSTANDING THE SAFE ACT II. THE SAFE ACT'S CONSTITUTIONALITY III. POLICY OBJECTIONS TO THE SAFE ACT'S REPORTING REQUIREMENTS A. Stigmatizing Mental Illness and The Mentally III B. Deterring [...]

This article draws on information from a study conducted in 2007 and 2008 by the Community College Research Center at Columbia University in conjunction with the National Council on Workforce Education and the National Council on Continuing Education and Training (Van Noy and others, 2008). The study used two key sources of data. First, state policies on the funding and regulation of noncredit workforce education were reviewed in all fifty states by interviewing individuals in a variety of state departments with oversight for community colleges or workforce development, or both. Second, case studies of twenty community colleges in ten states were conducted by interviewing key administrative staff at each college. The colleges were selected to reflect innovative practices in noncredit workforce education, as well as a range of institutional sizes, locations, and states. Through noncredit workforce education, community colleges provide a wide range of short-term training. For the colleges in the authors' case study, common noncredit programs included those in allied health, information technology, and business areas and ranged from entry level to more advanced training. To fully understand the current landscape of noncredit workforce education, the authors examine the funding sources, colleges' organizational approaches, and the recorded outcomes that noncredit workforce education generates. The examination of current state and community college practices in noncredit workforce education illuminates some likely future trends. More generally, community college workforce education may face a potentially uncertain future due to changes in employer demand, changes in state support, and the rise of new competitors in for-profit institutions (Jacobs and Dougherty, 2006). However, research indicates that although these issues persist, noncredit workforce education appears to have a strong outlook.

Postsecondary noncredit education has become an increasingly popular option for community college students in recent years. At many two-year institutions, noncredit education enrolls more students than do credit programs. This article presents an excerpt from a recent report published by the Community College Research Center, part of the Teachers College at Columbia University in New York. The study, "The Landscape of Noncredit Workforce Education: State Policies and Community College Practices," uses several case studies to examine the growth of workforce instruction and contract training programs at the nation's community colleges. The report raises questions about whether colleges are keeping pace with student and workforce needs and offers several recommendations.

The first author, a student in a graduate children's literature class, designed a project to locate "good" mathematics-based children's literature selections. However, the reference tools usually consulted (e.g., "Books in Print") to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library's sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning--Curriculum and Evaluation Standards for School Mathematics" (National Council of Teachers of Mathematics [NCTM], 1989) and "Principles and Standards for School Mathematics" (NCTM, 2000)--as she engaged in the process.

Community colleges traditionally have been a nexus for transitions to and from the workforce. This article examines horizontal and vertical workforce transitions and how a global economy and the need to train new subpopulations of future workers will cause community colleges to approach their roles in workforce training differently. There are too little hard data at present to guide either practice or policy for new realities. The authors recommend that community colleges address these critical information shortages by documenting both the inputs and outcomes of programs and activities that facilitate horizontal and vertical workforce transitions. (Contains 1 figure.)

This chapter describes the evolution of the workforce development mission and its current crisis in the face of changing training demands, shriveling government support, and rising competition. Two alternative future paths are outlined: a baccalaureate degree-oriented new vocationalism and a renewed emphasis on serving the training needs of low-income adults.

In 2005, Colorado lawmakers radically changed the state's higher education funding system. Until this point Colorado, like other states, had supported higher education by appropriating operating revenues to the institutions and providing some financial aid to low-income students. But in 2005, instead of giving the state's general funds for undergraduate instruction to institutions, the lawmakers directed them instead to all resident undergraduate students by means of stipends. To get the operating money that they used to receive directly from the state, institutions will now have to attract these newly flush "customers." The challenges Colorado faces are not unique as other nations are also grappling with how to fund the expanded postsecondary education systems that are necessary if they hope to compete in the global knowledge economy. In this article, the author examines the effects of Colorado's vouchers" or "stipends" system to its public higher education. (Contains 1 table.)

Discusses the implementation of the Workforce Investment Act (WIA) and its impact on community colleges. Relates WIA to issues of new vocationalism and describes some creative community college programs. (Contains 17 references.) (NB)

Determines how often 1,874 elementary teachers read to their students. Reports how many of the last 10 school days they read to their students. Concludes that teachers reading aloud to students is a practice that is more common in primary-grade classrooms than in the intermediate grades, and that older teachers read less often to their students than younger teachers. (SC)

Surveys teachers nationwide to determine their level of commitment as readers, as well as to establish their use of recommended literacy instructional practices. Finds a significant linear relationship between teachers who read personally and their use of recommended literacy practices in their classrooms; and significant results regarding differences among teachers by grade level, teacher age, and years of teaching experience. (RS)