Identifying and engaging 'disengaged' and 'disruptive' students

This paper outlines concerns in the UK about students who are disruptive in class and/or disengaged from the normal educational process. After discussing who these students are and estimating their numbers, the paper looks at recent research on how best to meet their needs. This research indicates the appropriateness of the British government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special provision can sometimes be more appropriate. If social inclusion as adults is the overarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the students and their imaginative, flexible delivery of appropriate curricula are crucial, as is the need to support these professionals in their demanding task.peer-reviewe

C32, A Young Star Cluster in IC 1613

The Local Group irregular galaxy IC 1613 has remained an enigma for many years because of its apparent lack of star clusters. We report the successful search for clusters among several of the candidate objects identified many years ago on photographic plates. We have used a single HST WFPC2 pointing and a series of images obtained with the WIYN telescope under exceptional seeing conditions, examining a total of 23 of the previously published candidates. All but six of these objects were found to be either asterisms or background galaxies. Five of the six remaining candidates possibly are small, sparse clusters and the sixth, C32, is an obvious cluster. It is a compact, young object, with an age of less than 10 million years and a total absolute magnitude of M_V = -5.78+/-0.16 within a radius of 13 pc.Comment: 5 pages, 5 figures, to be published in the May 2000 issue of the PAS

Exclusion from school: short-term setback or a long term of difficulties?

This article draws on data gathered in a two-year English government-funded follow-up study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise 'deep' exclusion. This reflection is set in the context of recent policy moves in England that seek to promote practices of 'joined up' or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children's Services operate. This, it is argued, may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children's Services

African Americans' views on research and the Tuskegee Syphilis Study

The participation of African Americans in clinical and public health research is essential. However, for a multitude of reasons, participation is low in many research studies. This article reviews the literature that substantiates barriers to participation and the legacy of past abuses of human subjects through research. The article then reports the results of seven focus groups with 60 African Americans in Los Angeles, Chicago, Washington, DC, and Atlanta during the winter of 1997. In order to improve recruitment and retention in research, the focus group study examined knowledge of and attitudes toward medical research, knowledge of the Tuskegee Syphilis Study, and reactions to the Home Box Office production, Miss Evers' Boys, a fictionalized version of the Tuskegee Study, that premiered in February, 1997. The study found that accurate knowledge about research was limited; lack of understanding and trust of informed consent procedures was problematic; and distrust of researchers posed a substantial barrier to recruitment. Additionally, the study found that, in general, participants believed that research was important, but they clearly distinguished between types of research they would be willing to consider participating in and their motivations for doing so

Landscape Gardening.

8 p

Evolution of a Canada Basin ice-ocean boundary layer and mixed layer across a developing thermodynamically forced marginal ice zone

A comprehensive set of autonomous, ice-ocean measurements were collected across the Canada Basin to study the summer evolution of the ice-ocean boundary layer (IOBL) and ocean mixed layer (OML). Evaluation of local heat and freshwater balances and associated turbulent forcing reveals that melt ponds (MPs) strongly influence the summer IOBL-OML evolution. Areal expansion of MPs in mid-June start the upper ocean evolution resulting in significant increases to ocean absorbed radiative flux (19 W m−2 in this study). Buoyancy provided by MP drainage shoals and freshens the IOBL resulting in a 39 MJ m−2 increase in heat storage in just 19 days (52% of the summer total). Following MP drainage, a near-surface fresh layer deepens through shear-forced mixing to form the summer mixed layer (sML). In late summer, basal melt increases due to stronger turbulent mixing in the thin sML and the expansion of open water areas due in part to wind-forced divergence of the sea ice. Thermal heterogeneities in the marginal ice zone (MIZ) upper ocean led to large ocean-to-ice heat fluxes (100–200 W m−2) and enhanced basal ice melt (3–6 cm d−1), well away from the ice edge. Calculation of the upper ocean heat budget shows that local radiative heat input accounted for at least 89% of the observed latent heat losses and heat storage (partitioned 0.77/0.23). These results suggest that the extensive area of deteriorating sea ice observed away from the ice edge during the 2014 season, termed the “thermodynamically forced MIZ,” was driven primarily by local shortwave radiative forcing

Elizabeth Koch, oboe and John Warren, clarinet

Kennnesaw State University School of Music presents Faculty Recital: Elizabeth Koch, oboe and John Warren, clarinet.https://digitalcommons.kennesaw.edu/musicprograms/1546/thumbnail.jp