Justice Tobriner: Portrait of the Judge as an Artist

In this introduction to the articles that follow, the author sketches the judicial personality of Justice Mathew 0. Tobriner of the Supreme Court of California. The author defines Tobriner\u27s brand of activism as reflecting the view that law must develop with society. He concludes that Justice Tobriner\u27s endeavors in this respect have been undertaken with the creativity of an artist

Social processes : a curriculum approach to local and community history : Julian, North Carolina : a case study

Although enrollments in traditional history courses have declined in recent years, interest in local and community history has never been higher. As a result, a number of local and community histories have been published, and various strategies have been developed for use in the social studies classroom which frequently include the writing of family histories, studying the artifacts and remains of the community, the use of architectural history, and the collection of oral histories. It is the contention of this study, however, that the use of social processes provides the best framework for the investigation of local and community history

Student self-direction in the theoretical and practical contexts of nursing/midwifery education.

Student self-direction in Nursing Education was explored in this study. Four institutions in the central and eastern regions of Scotland participated. The research participants consisted of cross-sectional year intakes of students undertaking their professional education through the Diploma route and those engaged in Degree level studies. Academic teachers and clinical mentors/preceptors also participated. Instrumentation comprised semi-structured interview schedules designed for each of the subject groups and a self-rating questionnaire of 56 item Likert-type, five-point scale administered to the students. A total of 130 students completed the questionnaire, 85 of whom were also interviewed. The number of educators who were interviewed was 30. Content analysis of the interview responses focused on the subjects’ conceptualisations of student self-direction, perceptions about the implementation techniques, supervision of the students and the factors influencing these. Exploratory Factor analysis of the questionnaire responses allowed for extracting the different factor dimensions built into the questionnaire items. Cross-tabulation of the raw data with Two Group Independent T-Test and ANOVA were also produced based on the calculated factor scores for each student. These allowed for establishing how much of the total variance of the factor scores was accounted for by personal and course variables. The findings from the interviews revealed varied interpretations of the concept. There was evidence to suggest that distinctive differences between the two groups of students were associated with the nature of educational programmes and stage of academic and professional progression. Peer interdependence and participation in peer study groups was more prevalent among the Undergraduates than among their Diploma counterparts. Institutional and statutory influences on student supervision emerged in the theoretical and practical settings and indicated constrained student empowerment by the clinical preceptors. The systems of academic supervision and facilitation also differed between the two programmes. The factor analysis yielded 4 main factor dimensions of individuals’ perceptions of themselves in the self-directed learning situation and their self-concept of personal autonomy in other aspects of their lives. No association could be established between personal autonomy in the non-academic context and readiness to function in the self-directed, autonomous capacity in the academic context. This study revealed a need for: • a re-conceptualisation of student self-direction if the intention is to encourage greater standardisation in its implementation in all the higher academic institutions in Scotland involved in Nursing/Midwifery education. • appropriate preparatory programmes for educators and students to ensure better insight and understanding of the related concepts and effective implementation of student self-direction

Human Development from Middle Childhood to Middle Adulthood

This seminal work focuses on human development from middle childhood to middle adulthood, through analysis of the research findings of the groundbreaking Jyväskylä Longitudinal Study of Personality and Social Development (JYLS). The JYLS project, which began in 1968, has generated extensive publications over many years but this is the first comprehensive summary that presents the conceptual framework, the research design and methodology, and the findings. The study looks at the development over time of issues related to personality, identity, health, anti-social behavior, and well-being and is unparalleled in its duration, intensity, comprehensiveness and psychological richness. The thorough synthesis of this study illustrates that there are different paths to adulthood and that human development cannot be described in average terms. The 42-year perspective that the JYLS provides shows the developmental consequences of children’s differences in socioemotional behavior over time, and the great significance of children’s positive socioemotional behavior for their further development until middle age. Not only will the book be an invaluable tool for those considering research methods and analysis on large datasets, it is ideal reading for students on lifespan courses and researchers methodologically interested in longitudinal research

An analysis of indigenous Sudanese graphic imagery and implications for curriculum development in art education.

CR