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Pamela L Eddy Community College Leadership: A Multidimensional Model for Leading Change. Sterling, VA: Stylus, 2010. 206 pp. $29.95 (paper). ISBN: 978 I 57922 416 5.Leading community colleges is not a simple task. As Pamela Eddy points out in her book, Community College Leadership: A Multidimensional Model for Leading Change, community colleges are complex organizations with multiple functions that require everevolving leadership skills. To support this conclusion, Eddy outlines many of the challenges faced by community colleges: changes in leadership; "demands from the state, the local community, and campus constituents"; and other pressures that result from accreditation, accountability, and reduced funding (p. 14). These challenges, she suggests, create a need for a type of leader with a different set of skills than those needed in the past.Eddy describes the need for this new type of leader in nine case studies reported in the second half of the book. Thus, her book "aims to help higher education scholars and practitioners better understand and evaluate leadership at community colleges" (p. 14). By better understanding community college leadership, practitioners can help focus professional development activities that will equip future leaders with the skills needed in the 21st century. Similarly, she asserts that higher education scholars can evaluate their graduate programs to ensure they address the types of skills needed for community college leadership.An underlying premise of the book is that "leadership is multidimensional, with the various dimensions existing on continua that reflect the evolution of a leader's understanding of what it means to lead" (p. 2). These multiple dimensions, including leaders' core beliefs, how leaders make sense of the world, and how they respond to new opportunities, are part of a complex matrix of skills necessary to successfully lead community colleges. Eddy offers the multidimensional model as a "dynamic means of thinking about leadership at community colleges" by expanding our conceptions of leadership beyond the "historic White male model" and relying on the "concepts of lifelong learning" to illustrate that leadership is not static (p. 138). The multidimensional model of leadership is grounded in five assumptions or, as Eddy describes them, propositions: (a) There is no universal model for leadership; (b) multidimensional leadership is necessary in complex organizations; (c) leaders rely on their underlying cognitive schema in making leadership decisions; (d) leaders often adhere to their core belief structure; and (e) leaders are learners. These propositions are discussed in detail in chapter 1 and then woven together with the research findings in subsequent chapters to support a rich interpretation of the multidimensional model of leadership.The model Eddy presents includes five areas: leadership schema, gender, communication, sense making and framing, and competencies. Although the leadership schema stays "rooted" (p. 146), the other aspects are flexible and subject to change "as leaders learn and as they process feedback from their current actions" (p. 1 46). This fluid model of leadership clearly emerges from the case studies and illustrates the need for community college leaders to continuously adapt their skills.The nine case studies presented in the book "serve as examples of leadership in action" (p. 7) and offer opportunities for readers to learn from the experiences of the presidents under study. The college sites were selected by Eddy because they were engaged in major change initiatives and each had a relatively new president. Of the nine presidents studied, four were women and five were men; eight were White and one was Black. To increase the ethnic diversity, she interviewed "additional minority presidents ... to provide a broader appreciation of issues emanating because of race and color" (p. 7). In each of the case studies, Eddy described the traits of the leaders, how they engaged in the practice of leadership, how they made meaning of their experiences, and how they used prior experiences to construct their leadership. …

Southeast Asia is one of the world's fastest-growing regions in terms of population and urban growth. The economic and physical landscapes of its cities continue to change with globalisation and transnationalism, requiring update and development of new urban and spatial practices. The aim of this paper is to reflect and review the state of urban planning and policy in Southeast Asia, focusing in particular on the roots of urban planning from European colonial planning, their inherent ideas and principles. Using the case study of Singapore, the intention is to drill down and examine the products of the first modernity represented by British colonial modernist planning, and discuss how largely Eurocentric planning models have shaped and impacted on the present urban structure and development, and are intersecting with the second wave of modernity brought on by globalisation and the new economic growth of the twenty-first century, especially in terms of addressing urban liveability and sustainability.

This paper focuses on a case-study that shows a degree of incompatibility between community engagement and Institutional research culture. The paper draws on the experience of managing a national community programme through the bureaucratic structures of a tertiary institution. It evaluates the outcomes of a poverty alleviation programme funded by government that began with idealistic aims - to use the University environment to transfer new research and technologies for rural development, and establish hand papermaking as a new cultural industry in South Africa. The research component set out to challenge the rigid boundaries that often exist between formal and informal learning environments. The findings show that the link between Phumani Paper and its core research and teaching programme has the potential to transform relationships between higher education and the community. Furthermore, the 'transformational nature of that relationship has the ability to open a window of activity which is rapidly closi...

If your research paper is rejected for publication by a peer-reviewed journal, what do you do next? Some editors would suggest that it should not be sent to another journal, yet there are contributors who would just put a ‘failed’ paper straight back in the mail to another journal and trust to luck. I argue that rejection should be a time for reassessment, when the input of the editor(s) and reviewers(s), all experts in their field, should be considered and acted upon as necessary. The revitalized and improved contribution can then be sent to a new journal with confidence. There are, broadly, two kinds of academic research journals: those with a policy of peer review of submissions and those without. The greatest kudos is attached to publication of research papers in the former. Although we all publish in a range of academic forms and forums, such as conference abstracts, book reviews, papers in conference proceedings, invited chapters, and books and monographs (whether written or edited), it is the peer-reviewed journal articles that receive most notice from promotion panels and search committees in many areas of enquiry. Although administrators in research institutions use various metrics to gauge the performance of their staff, the focus in many fields is on publishing research papers in the top journals in the given field, whatever the imperfections of assessing the merit of such publications merely by counting them. 1 This means that the editors of these journals wield considerable power, and it is not too much to say that an

We conducted a field study in a non-profit resource-scarce primary care clinic to investigate its current paper-based practices. The goal is to inform the design and deployment of an impending Electronic Medical Record (EMR) system at the clinic. The clinic serves a local vulnerable, low-income population who are insured through local community health plans. We identified problems encountered by the providers in their use of the current paper-based system. We also found that providers customized their work practices so that they can serve the underserved population better. Based on the tacit knowledge that they acquired in the workplace over time, they adapted their patient care to align with the patients' prescribed health benefits. In this way, the patients were able to receive timely and proper medical care. We also propose technological recommendations for the impending EMR system to address the problems with current practices and to support the adapted practices specifically customized for the low socioeconomic patients.

This issue of Open Praxis compiles selected papers presented at the Open Education Consortium Global Conference, held in Banff (Canada) on April 22-24, 2015.

This essay proposes the genealogical study of remembering and forgetting as recursive rhetorical capacities that enable discourse to place itself in an ever-changing present. Mnesis is a meta-concept for the arrangements of remembering and forgetting that enable rhetoric to function. Most of the essay defines the materiality of mnesis, first noting the limitations of studying recursivity within dominant approaches remembering and forgetting in rhetorical studies, then describing mnesis as the performative necessity to fold the past into the present so as to provide “now” with a sense of place. After setting a foundation, the essay closes with a sketch of how to produce a genealogy of recursion.

This white paper provides an overview of the issues that affect the quality and equity of education in grades K–16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.

This article discusses the fixture of reading and writing. It includes a brief history of reading and writing, shows the reader how digital text has quietly evolved and threatens to take over traditional notions of what it means to be literate, and suggests that speech will emerge as a dominant way of communicating. The three ideas developed here are: (a) Pens, pencils and paper will soon be artifacts of the past; (b) Electronic reading and writing will be pervasive, collaborative, and social events; and (c) Speech will replace most writing.“kindle”- to excite; stir up or get going; animate; rouse; inflame Amazon's Kindle is a handheld wireless reading device with a six inch screen that looks like a book and has sparked a firestorm of interest in readers and investors (Gunnison, 2008; Klein, 2008; Levy, 2007). It is a bone-white 5 in. × 8 in. plastic device that costs $359. and can access over 185,000 books, magazines, newspapers and blogs. In 2008, Amazon announced the Kindle2 which can store 1,500 books...

In this paper, I examine the provenance of distance education or ‘teledidactics’ in Australia. I take as my case studies the New South Wales Correspondence School and the School of the Air and suggest that their emergence was underpinned by a desire on the part of educational and broadcasting bureaucrats to increase the equity of school provision by addressing the problem of educating remote populations. I argue that this problem was ultimately solved by drawing on elements of the medial ecology (as theorised by Friedrich Kittler) that emerged circa 1900 and that the machines associated with this ecology underpinned the realisation of educating such populations.

One of the most common complaints among criminal justice educators is that students have very poor writing and research skills. In particular, educators cite that students’ papers are poorly organized, are replete with grammar and spelling errors, are missing key elements in their discussions, and are often plagiarized. Despite the need for research and writing classes, very few social science faculty members teach writing‐intensive courses because of the amount of time such a course requires. Accordingly, this paper presents a model criminal justice writing class that outlines specific teaching methods to overcome the most common problems found in criminal justice writing and research. *The authors gratefully acknowledge the feedback and suggestions provided by the anonymous reviewers of JCJE and thank Editor Craig Hemmens for agreeing to publish this article in the April 2006 issue of JCJE.

This study employed an online survey of 249 politically interested Internet users during the 2004 national Assembly election in South Korea to examine if reliance on online news media for political news and information influences political attitudes after controlling for demographics and use of the traditional media. Reliance on independent Web-based newspapers appeared to be a stronger predictor than traditional media and their online counterparts. Based on the findings, a media power shift in Korea was discussed.

This article draws from ethnographic data collected during a 23-month–language socialization study of mixed-status Mexican families living in the New Latino Diaspora. The analysis focuses on the ways in which siblings in one family talk about citizenship during a discursive event that I call the Planning for the Future Routine. The findings show that siblings communicate two key understandings during everyday conversations: first, the relevance of migratory status to their day-to-day lives and second, their family's shared conventions for talking about citizenship status in the home. As children and youth demonstrate the social norms for talking about citizenship, they also express their understanding of the ways that being a United States or Mexican citizen shapes their future opportunities. A nuanced understanding of intrafamily diversity and learning experiences can strengthen educators', researchers', and policy makers' ability to advocate for Latino communities' well-being and educational equity.

Evolution and Learning: The Baldwin Effect Reconsidered. Bruce H. Weber and David J. Depew (Eds.). (2003, MIT Press.) $50 (hardcover), $25 (paper), 351 pages. ALife researchers have typically interpreted the Baldwin effect (BE) [2, 3] as a two-step evolution of the genetic acquisition of a learned trait without the Lamarckian mechanism: Individuals that have successfully adapted their own trait to the environment through their lifetime learning processes occupy the population (first step), and then the evolutionary path finds the innate trait that can replace the learned trait (second step) because of the cost of learning [17]. I think that this definition stemmed in part from the introduction of Hinton and Nowlan’s pioneering work [6] on the BE by Maynard-Smith in Nature [8]. However, what we first learn from this book is that the BE has been redefined several times and diversely interpreted in its more than 100-year history. This book is a collection of essays on this effect and related concepts, written by participants in an interdisciplinary conference on the emergence of mind and by several invited authors. It includes the history of the BE, its significance in language evolution or developmental biology, and its relationship to the evolution of consciousness or mind as an ultimate form of phenotypic plasticity. Recently, the BE and the role of phenotypic plasticity in evolution have been drawing much attention in evolutionary developmental biology; many experimental results on this effect have been reported [4, 13, 20]. Here, I summarize the topics in each chapter and then make several comments on what needs to be added, together with implications for further research on the BE in the ALife field. David J. Depew, one of the editors of this book, reviewed various versions of the BE defined by Baldwin himself, by the framers of the modern synthesis, and by the contemporary boosters of the BE such as Dennett and Deacon (Chapter 1). For example, according to Depew, natural selection is an indiscriminate force (rather than a creative force) that kills individuals before their reproduction (thus, adaptive learning keeps the individuals alive and determines evolution by securing genetic variations) in Baldwin’s original scenario of ‘‘organic selection’’ [2, 3]. On the other hand, the BE is merely a special case of Waddington’s genetic assimilation [18] for G. G. Simpson [14], who named the term ‘‘the Baldwin effect’’; however, he was skeptical about its significance. Depew states that, if the history of the BE is any guide, we should be cautious about dismissing these hypotheses just because they do not fit with existing interpretive schemes. Although Stephen M. Downes and Peter Godfrey-Smith are skeptical about the BE, they discuss the differences between these versions from several viewpoints. Downes classifies them by focusing on what kind of traits are considered and what kind of outcomes will be brought about as a result of the BE (Chapter 2). Godfrey-Smith compares the significance of several mechanisms that enable the ontogenetic adaptation (first step) to affect the acquisition of the innate trait (second step) among these versions (Chapter 3). He points out that the existence of similarity relations between genotypes can facilitate the genetic acquisition of the learned trait, but the niche construction induced by the ontogenetic adaptation is a more significant mechanism for the evolution of a novel trait that differs from the one previously acquired through the learning process. One of the controversial issues relating to the BE is language evolution, which includes both the cultural evolution of language and the evolution of language ability. Daniel Dennett and Terrence W. Deacon regard the BE or Baldwinian evolution as a key concept of language evolution; however, their scenarios are different. According to Dennett, the BE is essential to explain the genetic acquisition of a complex trait such as the innate ability for language acquisition, which is impossible

How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich. . .? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article.

HEALTH AND DISEASE John Iliffe. The African AIDS Epidemic: A History. Athens: Ohio University Press/Oxford: James Currey/Cape Town: Double Storey Books, 2006. ix + 214 pp. Maps. Notes. Index. $24.95. Paper. Olusoji Adeyi et al., eds. AIDS in Nigeria: A Nation on the Threshold. Cambridge: Harvard Center for Population and Development Studies, 2006. Distributed by Harvard University Press, vii + 578 pp. Figures. Photographs. Illustrations. $30.00. Paper. These two books are a welcome addition to the growing body of literature that draws attention to the social, cultural, political, economic, and medical forces that have made AIDS the leading cause of death in young adults globally, and more specifically in sub-Saharan Africa. The African ADDS Epidemic is a masterfully crafted piece of work that synthesizes the plethora of studies conducted from the 1980s to the present, tracing the origins and spread of AIDS throughout the continent. AIDS in Nigeria: A Nation on the Threshold is an extremely rich source of information on the AIDS epidemic as it begins to ravage one of the most populous countries on the African continent. Together these two books illustrate the complexity and the tragic consequences of the AIDS epidemic at the continental as well as at the national levels. In The African AIDS Epidemic John Iliffe weaves together a fascinating story that attempts to explain the origins, nature, and spread of the virus from its detection in the early 1980s to its current progression throughout the continent. Without drawing himself into the controversies associated witii this epidemic, Iliffe masterfully distills medical, social, economic, and geographic studies in an essay that reads like a detective story. This aspect makes the book accessible to a much wider audience than the scholarly academic community alone. Prompted by South African President Thabo Mbeki's questions on the causes of AIDS, and a concern with why Africans have borne the brunt of this epidemic in comparison to the rest of world, lliffe's analysis offers a coherent response. He argues that the disease has affected Africa more than other continents because it was there that the virus originated, and that by the time it was recognized medically, it had already spread widely among the population. In addition, the political, cultural, social, and economic contexts, and particularly the colonial economy based on labor migration, made sub-Saharan Africa susceptible to the rapid spread of the epidemic. In the fourteen chapters that make up this book, Iliffe examines the advance of the scourge across the African continent from its alleged origins somewhere in Western Equatorial Africa (Equatorial Guinea, Gabon, Congo, Democratic Republic of the Congo, Cameroon, and Central African Republic). He offers convincing evidence of its spread from this region to East Africa, Southern Africa, and West Africa. He then examines the specific circumstances that have made its impact so severe-among them poverty, commercial sex work, stigma, denial, and the moral and political controversies. He also carefully examines the responses to the epidemic by governments, international bodies, and NGOs. The final chapters portray the tragic consequences on individuals, households, social systems, and the economies of African countries. Yet in spite of the tragic consequences that have been brought on the peoples of Africa by this insidious epidemic, Iliffe ends on a positive note, highlighting the growing international pressures to provide life-saving antiretroviral medications, the ongoing research on vaccines by international pharmaceutical corporations, the continuing grassroots political activism, the emergence of compassionate organizations such as The AIDS Support Organization (TASO) in Uganda and Treatment AIDS Campaign (TAC) in South Africa. He concludes that not all is lost; there is growing evidence that in some countries the epidemic has leveled, in others it is actually on the decline (e. …

This excellent book explores how and why people participate in politics, focusing mostly on those without the educational, financial, and civic resources that enable democratic participation in the United States. How is it, Hahrie Han asks, that a large, underresourced population returned to New Orleans against great odds to vote in a mayoral election? Han problematizes the received wisdom about political participation, bringing new attention to the seemingly intractable problem of political inequality in the United States. How did these people manage to come from out of town, many of them busing in and out on the same day, to vote in a municipal election? If we find the answer to this question, we may discover new ways to expand political participation in the United States, particularly among those populations that seem to be the most difficult to pull into the democratic decision-making process.

Initial Teacher Education (ITE) for the post-compulsory sector (PCE) in the UK is currently under review. Despite earlier plans to substantially increase the use of technology in ITE the Lifelong Learning UK (LLUK) consultation findings recommend that ‘we will expect that teachers do develop their skills in this area to a limited extent on a mandatory basis' ( LLUK, 2011b :12). This is a disappointing departure as other commissioned work such as that from the Learning and Skills Improvement Service ( LSIS) (2009 : 8) review of workforce development identified that this area was in need of continuous updating. This article will consider the need more than ever before to explore what Barnett identifies (2007: 1) as the links between teaching and learning in higher education and ‘pedagogic bungee jumping’ with the development of cultures supportive to experimental technology use in ITE focusing upon a group of teacher educators in a West Midlands ITE Partnership (higher education institute (HEI) and partner colleges).

GEOGRAPHY OF MEANING, TOPOGRAPHY OF STRUGGLE IN A KINYARWANDA DICTIONARY Andre Coupez, Thomas Kamanzi, Simon Bizimana, et al. Inkoranya y'ikinyarwaanda mu kinyarwaanda no mu gifaraansa; Dictionnaire Rwanda-Rwanda et Rwanda-Francais. 3 vols. Butare, Rwanda: Institut de recherche scientifique et technologique; Tervuren: Musee royal de l'Afrique centrale, 2005. xxix + 2895 pp. euro75.00. Paper. euro75.00. CD-ROM with Adobe Reader. In 1959 Thomas Kamanzi began to collaborate with Andre Coupez in compiling a comprehensive dictionary of Kinyarwanda. They were joined a little later by Simon Bizimana. Still later on, Father Augustin Musada came into the working group. By 1965, with a team of twenty-six Rwandan researchers, the project had taken on a systematic and formal shape. Along the way to 2005, the project attracted a large number of contributors and editors, Yvonne Bastin, Claire Gregoire, Baudoin Janssens, Charles Ntazinda, Gaspard Rwabukumba, and Gabriel Sematema, prominent among them. Gregoire's and Janssens 's selfless efforts saw the dictionary through to publication in time for the late Andre Coupez (d. 2006) to see the final product. No other group of scholars and public intellectuals has come together in the medium of an African language to produce such a dictionary. It is, quite simply, without peer on the continent.1 A rich source for linguists and lexicographers, the Inkoranya should interest readers in other disciplines as well. Using Adobe Acrobat in the CD-ROM version, historians and anthropologists can hunt for regional variations in vocabulary which work against a standardized Kinyarwanda. They may find in these variations hints of a far greater diversity of linguistic culture than might be deduced from the singular term "Kinyarwanda." For example, they will find distinctive versions of conceptual arrangements (such as notions of bravery, 644) and of consumption (such as evaluative terminologies that rate beer by its quality, 627), among many other examples - all of which illustrate the depth of Kinyarwanda as a spoken terrain. Literary scholars will find much to examine in the consistent citation of numerous proverbs, riddles, and passages from popular stories, dynastic poetry (ibisigo), poetry of herders (amazina y iinka) and military poetry (ibyiivugo), and stories and histories told at court (litterature du cour), which are packed into many definitions. However, this reader could not discern a similarly systematic effort to tap the vast resources of historical tales (ibiteekerezo) - with a provenance beyond the court - or the scholarship that has worked with them.2 These matters hint at the Inkoranya's partialities of emphasis and omission. Still, this monumental work reveals the benefits of long-term funding for basic research. Rwanda barely eclipses metropolitan Los Angeles in size and population, but the literary, ethnographic, and oral corpuses from Rwanda are astonishing; such oral genres include poetries, many types of royal and popular traditions, ritual associated with monarchy, and proverbs and riddles.3 Coupez, Kamanzi, Bizimana, Musada, and their colleagues had the better part of a lifetime to sift through these materials - some of which they themselves produced - for evidence of meaning and usage. The result is avast array of information on syntactic, substantive, adjectival, and modal valences (circumstantials, for example), synonymy, antonymy, archaisms, borrowings (with special attention paid to terms with origins in Christian and Islamic life and thought), and the shape of a host of semantic fields.4 Scholars interested in the subtleties, variations, and contextual specificities of meaning in Kinyarwanda will find a great deal here. For this is far more than a mere listing of words, their definitions, and different senses. For many of the fields, the work identifies and explores the central idea at the core of the field. Indeed, the Inkoranya forms a detailed and systematic geography of meaning that pushes to the limits what lexicography can achieve in striving to depict the life of language. …

Professional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

The contributors to this discussion were invited to submit comments, each from a different standpoint, on the paper by John Caldwell and Thomas Schindlmayr that appeared in the preceding issue of the journal. The invitation was issued with the approval of these authors, and the journal is grateful to them for allowing their paper to be used to generate debate on the issues they had raised. The discussion is followed by the authors' response to it.

This paper suggests that some refinements might need to be considered to current codes of ethics for dissemination of research. The growth of research in music education over the last decade is reviewed, with examples from new journals, conferences and professional associations. It is argued that nowadays researchers have to address a multidisciplinary number of audiences and this should be taken into account in the regulations for conferences and publications with the incorporation of guidelines for contributors to address their specific audience and to explain any previous dissemination. The authorship of papers is also considered, in particular issues arising from multiple authorship, as well as the research participants' contribution to the final report. Some of these issues are discussed with reference to studies focussed on a particular topic (creativity in music education) within the context of music education research, but it is acknowledged that the discussion also applies to other fields of the humanities and social sciences.

The research paper has been identified as a genre that is commonly produced in both graduate and undergraduate courses. However, researchers have noted that this label tends to be used loosely and that texts referred to as research papers are not characterized by a fixed set of discoursal features [such as Johns A.M. (1997). Text, role and context . Cambridge: Cambridge University Press]. In addition, there appears to be no linguistic study of how the discourse structure of texts referred to as research papers may vary across courses in undergraduate or graduate programs. Using genre analysis, this study explores the nature of research papers from two disciplinary graduate courses, in order to increase our understanding of this heterogeneous genre and the dimensions along which it can vary across sub-disciplines. Evaluated research papers from two courses in environmental science were analyzed along a number of dimensions: the overall organization of the papers, the claims made, the intertextual links established, and the epistemic or phenomenal focus of the paper. The results of these analyses indicate that research papers can have multiply layered communicative purposes, which may vary in different disciplinary courses, resulting in texts characterized by different discoursal features.

Ellen N. Namhila. Kaxumba kaNdola: Man and Myth. The Biography of a Barefoot Soldier. Basel: Basler Afrika Bibliographien, 2005. Lives, Legacies, Legends Series no. 2. xi + 157 pp. Illustrations. Notes. Bibliography. Index. CHF 50.00. Paper. Oswin O. Namakalu. Armed Liberation Struggle: Some Accounts of PLAN's Combat Operations. Windhoek: Gamsberg Macmillan Publishers Ltd., 2004. xii + 187 pp. Illustrations. Tables. Notes. Bibliography. N$125.00. Paper. Ellen Namhila, the director of Library and Archival Services in the Namibian Ministry of Education, apparently began Kaxumba kaNdola: Man and Myth at least as far back as August 2000, when she presented a paper, "Kaxumba kaNdola: The Man and the Legend," at a conference entitled "Public History: Forgotten History," held in Windhoek. Kaxumba kaNdola is the Oshiwambo name by which Noah Eliaser Tuhadelini (1918-1997) was known to his neighbors and acquaintances in Namibia. In Oshiwambo (mother tongue of 48.5 percent of the Namibian population, according to the 2001 census), "Kaxumba" signifies "a musical instrument, a harmonica or piano" (5); thus this part of the name acknowledges his singing ability. The second part of the name, "kaNdola," presumably refers to the village of Endola in northern Namibia, where he spent his early years, later made his home, and was buried. Those unfamiliar with Namibian nationalism and the subsequent war of independence (1966-89) may well wonder who Kaxumba KaNdola is and why he merits a biography. To begin with, Noah Eliaser Tuhadelini is the name that appears in the famous 1967-68 case of State v. Eliaser Tuhadelini and Others in Pretoria, in which South Africa first applied the retroactive Terrorism Act of 1967 to thirty-seven Namibian defendants. It was at this trial that another defendant, Andimba Toivo yaToivo (who wrote the foreword to this biography), delivered the famous speech from the dock that ranks with Nelson Mandela's statement in the Rivonia Trial as a classic in the lexicon of southern African nationalism. Although much was made of that trial in the South African press and also in the international print media and in the United Nations, little of the verbatim trial record (in Afrikaans) was entered into the public domain. Only recently have the National Archives of Namibia acquired photocopies of the trial records, to which the author refers. Moreover, the important role played by the International Defense and Aid Fund for Southern Africa in providing legal fees for the defendants' legal team was kept well hidden until the publication of Denis Herbstein's White lies: Canon Collins and the secret War against Apartheid (Cape Town, 2004) (see review this issue). second, Kaxumba kaNdola can be regarded as an archetypical Namibian nationalist: a rather traditional yeoman farmer in the northern region of Namibia often known as Ovamboland, then a meagerly educated contract worker in both Namibia and South Africa, and finally a prisoner in Robben Island as a result of the Pretoria trial. In each of these roles he experienced some of the worst privations and humiliations of apartheid. In spite of-or because of- these privations, he became a true believer in the nationalist cause as embodied in the South West Africa People's Organization (SWAPO), as well as an enthusiastic party mobilizer. A sage yet humble man, he came to serve as a role model for many; some called him a "barefoot soldier" (36, 92). This biography draws on taped interviews with fourteen informants, including family members and fellow Namibian prisoners on Robben Island. To some extent Namhila's pioneering study resembles the volume edited by Barbara Becker (Speaking Out: Namibians Share Their Perspectives on Independence, Out of Africa Publishers, 2005) in that it includes verbatim transcripts of the interviews (translated when necessary), with the author mediating between speaker and listener/reader. …

The perpetual challenge facing economic educators is to find ways to make the principles of economics relevant and engaging for undergraduates. Students also look to their instructors to help them ...

In the 3rd edition of Roots of Power, Lee Staples synthesizes almost 50 years of practice wisdom and professional knowledge about grassroots community organizing. The wellspring for the model he pr...

Paul Cooper, Lecturer in Education (Emotional and Behavioural Difficulties) and Director of Research at the University of Cambridge, Institute of Education, considers the nature and origins of Individual Education Plans (IEPs) and some of the key issues of concern and debate surrounding them and their implementation. Emergent areas of concern are: the types of learning needs that are addressed in IEPs; the involvement of students and parents in the development of IEPs; and problems relating to implementation. Research findings suggest that the degree of care that is taken in the construction, implementation and evaluation of IEPs determines whether the resultant document is a valuable tool in facilitating educational progress or simply another paper exercise.

Playing It Straight: Uncovering Gender Discourses in the Early Childhood Classroom. Mindy Blaise. New York: Routledge, 2005. 216 pp. $75 (hardcover), $26.95 (paper). A Radical Rethinking of Sexuali...

RESUMO:Este trabalho apresenta pesquisa bibliográfica sobre temas, abordagens e proposições de 79 artigos referentes à Educação de Jovens e Adultos (EJA) disponíveis em periódicos brasileiros indexados na base SciELO (2010-2014). Chama a atenção o quantitativo de publicações do quinquênio superar o da década anterior e a concentração de textos voltados à escolarização. Dentre as proposições, está a de uma política de Estado para a EJA, da Alfabetização ao Ensino Médio, considerando os diferentes contextos marcados pela diversidade, e de oferta/aprimoramento de formação docente. Dentre os temas emergentes, destacam-se: Educação Profissional integrada à Educação Básica; Educação na Prisão; e Educação e Saúde. Identificou-se a presença pouco significativa em relação a Arte, Educação Ambiental e História, com silêncio em Tecnologias da Informação e Comunicação e Geografia. A Educação Popular aparece discretamente, contudo, a problematização de questões teórico-metodológicas remete à reflexão sobre seus princípios na contemporaneidade. ABSTRACT:This study presents a bibliographic research on the themes, approaches and propositions of 79 papers related to Youth and Adult Education and available in Brazilian journals indexed in SciELO database (2010-2014). It is possible to note that the quantity of publications in this five-year period exceeds the amount in the previous decade and the concentration of texts focused on schooling also draws attention. Among the propositions, there is a state policy for Youth and Adult Education, the Literacy in High School, considering different contexts marked by diversity and the provision/improvement of teacher education. The following are included among the emergent themes: Professional Education integrated to Basic Education; Education in Prison; Education and Health. There was minimal presence of Arts, Environmental Education and History, and silence in relation to Information and Communication Technologies and Geography. The presence of Popular Education is discreet; however, the problematization of theoretical and methodological issues leads to the reflection on its principles in contemporary times.

Book Reviews My critiques point more to alternate analyses and theoretical preferences than to any shortcomings of this book, which has much to offer. Barnes had the fortitude to study a population that has been difficult to locate, let alone research extensively. She is skilled at asking questions that yield rich data, and her writing style is very accessible. Moreover, Barnes balances the right amount of empathy and analysis. I would highly recommend this book for those interested in examining connections between gender and medicine. Clinical Labor: Tissue Donors and Research Subjects in the Global Bio- economy. By Melinda Cooper and Catherine Waldby. Durham, N.C.: Duke University Press, 2014. Pp. ix1279. $89.95 (cloth); $24.95 (paper). Janet K. Shim University of California, San Francisco In scholarship on the contemporary role and practices of the biosciences in the production of knowledge, value, and life itself, Clinical Labor stands out as an important contribution that helps make sense of new incorporations of bodies, stratifications, and relations. Melinda Cooper and Catherine Waldby make a compelling case for defining clinical labor as the in vivo labor of production, metabolism, gestation, consumption, and oogenesis and sper- matogenesis that tissue donors in assisted reproduction and stem cell re- search, and human subjects in pharmaceutical trials, do. By naming this work as labor, the authors open up novel ways of historicizing that work and analyzing the markets, discourses (including bioethics), and relations that demand, supply, and structure such labor. After spending a chapter reviewing some of the major transformations in labor markets (e.g., the rise of labor outsourcing, service contracting, and human capital theory) that they argue deeply shape clinical labor, Cooper and Waldby first examine fertility outsourcing. They compare sperm and oocyte procurement as distinct forms of clinical labor that redistribute re- productive risks and capacities across geography, time, and class. Especially illuminating is their tracing of the various conditions that gave rise to the contractualization—and the specific terms of such contracts—of gamete out- sourcing in the United States. Expanding their analytic lens to transnational fertility chains, Cooper and Waldby argue for the concept of reproductive labor arbitrage, wherein cheaper sources of reproductive labor are bought in one place and then sold for higher prices elsewhere. Both the case of the European oocyte market and that of gestational surrogacy in India show the increasingly transactional nature of assisted reproduction. Despite anticommercial regulations in the European Union, the interpretive flexibility of “compensation” for the ex

This paper critically assesses current architectural research, as represented in a sampling of papers presented at ACSA conferences, through the lens of research typologies related to peop...