Exploring palaeoecology in the Northern Territory: the Walanjiwurru rockshelter, vegetation dynamics and shifting social landscapes in Marra Country

This paper presents a palynological analysis of sediments from Walanjiwurru 1, a rockshelter located in the Country of the Marra Aboriginal people at Limmen National Park in the Northern Territory (Australia). Analysis seeks to test rockshelter sediments as a framework for research in an environmentally difficult location, and to explore how the palaeoecological record may capture the diversity of people-nature relationships over time in the Northern Territory. The Walanjiwurru 1 pollen record provides an approximate 500-year insight into the rockshelter’s surrounding landscape. Two plant communities demonstrate local presence across this time frame—foremost a drier eucalypt woodland, and a wetter fringing Melaleuca dominated habitat, each with an integrated series of monsoonal forest taxa. With only subtle shifts in vegetation, the Marra’s consistent maintenance of relations with their landscape is observable, and this is discussed in relation to the Walanjiwurru 1’s archaeology and regional European settler colonialism. Charcoal recovery from Walanjiwurru 1 is derived from in situ campfires, making it difficult to conclude on the response of plant types and vegetation communities to long-term landscape burning. Future palaeoecological research off-site from the rockshelter has therefore been recommended

Sundry Papers I

Since its creation two years ago, the Center for International Education has devoted most of its energy to building a viable entity and to starting new programs. This collection of papers represents an attempt to begin to consolidate and analyze our efforts and includes some of the first results of the Center\u27s programs and adaptations of new approaches to problems in international education. The papers reflect the diversity of topics and techniques which characterizes the Center. They are reproduced for the purpose of communicating with others interested in the field, rather than representing traditional academic-style research efforts. We hope the availability of this publication will give incentive to other Center members immersed in innovative programs to share their results. The five papers also reflect the Center\u27s three major thrusts: cross-cultural training, the teaching of non-western studies in US schools, and education for national development. Hartwell and Blackman explore one aspect of cross-cultural training in their work in microteaching with teachers in Navaho schools. Grant and Shuey tout two methods of making non-western studies more effective, by using foreign students and by employing film as a tool for understanding other cultures. Higginson and Hoxeng, both of whom are interested in out-of-school education, examine training schemes now being used in the Caribbean and in Mexico. DR

Comparison of clinical knowledge management capabilities of commercially-available and leading internally-developed electronic health records

<p>Abstract</p> <p>Background</p> <p>We have carried out an extensive qualitative research program focused on the barriers and facilitators to successful adoption and use of various features of advanced, state-of-the-art electronic health records (EHRs) within large, academic, teaching facilities with long-standing EHR research and development programs. We have recently begun investigating smaller, community hospitals and out-patient clinics that rely on commercially-available EHRs. We sought to assess whether the current generation of commercially-available EHRs are capable of providing the clinical knowledge management features, functions, tools, and techniques required to deliver and maintain the clinical decision support (CDS) interventions required to support the recently defined "meaningful use" criteria.</p> <p>Methods</p> <p>We developed and fielded a 17-question survey to representatives from nine commercially available EHR vendors and four leading internally developed EHRs. The first part of the survey asked basic questions about the vendor's EHR. The second part asked specifically about the CDS-related system tools and capabilities that each vendor provides. The final section asked about clinical content.</p> <p>Results</p> <p>All of the vendors and institutions have multiple modules capable of providing clinical decision support interventions to clinicians. The majority of the systems were capable of performing almost all of the key knowledge management functions we identified.</p> <p>Conclusion</p> <p>If these well-designed commercially-available systems are coupled with the other key socio-technical concepts required for safe and effective EHR implementation and use, and organizations have access to implementable clinical knowledge, we expect that the transformation of the healthcare enterprise that so many have predicted, is achievable using commercially-available, state-of-the-art EHRs.</p

Explanatory parent–child conversation predominates at an evolution exhibit

To investigate how parents support children's learning at an exhibit on evolution, the conversations of 12 families were recorded, transcribed, and coded (6,263 utterances). Children (mean age 9.6 years) and parents visited Explore Evolution, which conveyed current research about the evolution of seven organisms. Families were engaged with the exhibit, staying an average of 44 minutes. Parents' and children's explanatory, nonexplanatory, and evolutionary conversation was coded. Overall, substantive explanatory conversation occurred in 65% of parent utterances, whereas nonexplanatory conversation occurred in 21% of the utterances. We found substantial use of exhibit text by parents (12.9% of utterances) who read it aloud and reframed the text for their children. Parents also used evolutionary terms and evolutionary concepts (10.2%), showing that such an exhibit is a valuable way to introduce this difficult topic to elementary‐school–aged children. Parents' use of explanatory conversation positively related to their children's use of explanatory and evolutionary conversation, indicating that a dialogic interchange was occurring. Parents' attitudes toward the exhibit content, particularly the issue of human evolution, related to the museum experience. Overall, this analysis shows that parents and children are having nuanced discussions and illustrates the potential of informal experiences in supporting children's learning of a complex topic. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 720–744, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87180/1/20433_ftp.pd