Identifying and Conceptualizing the Learning Styles of Youth Referred to the Juvenile Court System

Increasingly youth are being referred to the Juvenile Court for a variety of crimes, including those involving sexually offensive behavior. In the Fall of 2003 the Honorable Judge Gordon Low, of the First District Court in Cache County, State of Utah, requested that a program be developed that would address concerns with regard to the increased frequency of sexually offensive complaints being filed in both the Juvenile, as well as the District Court. His desire was that this program be designed, using an educational format, for youth in Middle and High Schools. Further, it was his intent that it serves a preventative function, thus reducing not only the number of complaints, but also decreases the number of those being arrested for sexually offensive behavior. Dr. Openshaw agreed to take on this project with the help of Ms. Linda Hall Smith and an offender. During the process of developing the curriculum it was determined that the learning styles of those youth who would be serviced by this program needed to be understood so that the content, exercises, and evaluations to be included would take the learning styles into consideration. This in mind it was determined that a brief learning styles inventory, the Pedagogical Learning Styles of Juveniles who Offend (hereafter referred to as the PLSJO) would be developed and administered, not as a research instrument which would allow for the publication of these data, but rather as a device that would assess and provide feedback with regards to learning styles of those being referred to the Juvenile Court so that the curriculum developed would reflect these learning styles

A New Woman in Print and Practice: The Canadian Literary Career of Madge Robertson Watt, 1890-1907

Madge Robertson Watt was a successful female Canadian writer, editor, and reviewer whose literary career flourished between 1890 and 1907. Robertson wrote prolifically for numerous publications such as the University of Toronto's student paper The Varsity, the Ladies Pictorial Weekly (which she also edited in 1892), The Globe, and the British Columbia-based Victoria Times. During this period, a form of feminism emerged in Canada expressed by women who associated themselves with the phenomenon known as "New Womanhood." Some of the social changes New Women advocated included increased access to higher education, paid work for women, and marriage reform. The purpose of this paper is to consider the journalism career of this Canadian, university-educated woman and to explore the New Woman ideas that are implicit in Watt's writing. Watt's writing contained many of the ideas that were typical of New Woman writers, but compared to the better-known New Woman novelists of the 1890s, her writing was at once both more popular and more conservative because it also perpetuated an air of Victorian propriety by praising traditional female gender roles. Indeed, throughout her writing career, Robertson reflected the ambiguities that Canadian women faced as they adopted elements of New Woman thinking into their writing and their lived experiences

Semi-direct Galois covers of the affine line

Let $k$ be an algebraically closed field of characteristic $p>0$. Let $G$ be $Z/\ell Z$ semi-direct product $Z/pZ$ where $\ell$ is a prime distinct from $p$. In this paper, we study Galois covers $\psi:Z \to P^1_k$ ramified only over $\infty$ with Galois group $G$. We find the minimal genus of a curve $Z$ that admits such a cover and show that it depends only on $\ell$, $p$, and the order $a$ of $\ell$ modulo $p$. We also prove that the number of curves $Z$ of this minimal genus which admit such a cover is at most $(p-1)/a$.Comment: minor changes in the contex

How school ecologies facilitate resilience among adolescents with Intellectual Disability: Guidelines for teachers

The global prioritisation of the inclusion of learners with disabilities, and of vulnerable young people’s resilience, means that teachers worldwide require insight into how best to facilitate the resilience of adolescents made vulnerable by intellectual disability (ID). To provide such insight, we conducted a secondary data analysis of a multiple case study of resilient adolescents with ID attending special schools in Gauteng Province, South Africa. The visual and narrative data that inform this case study were generated by resilient adolescents with ID (n = 24), and their teachers (n = 18). Four school-related themes emerge from their accounts of resilience-supporting factors associated with their schools for the physically and severely intellectually disabled (SPSID). From these, we distill three uncomplicated actions mainstream school ecologies can execute in order to enable the resilience of included adolescents with ID. Their simplicity and ordinariness potentiate universally useful ways for mainstream teachers to champion the resilience of included adolescents with ID.Keywords: adolescents; formal services; health and well-being; inclusion; intellectual disability; qualitative research; resilience; SPSID; teacher

Table of Contents and Prologue

Editorial board, Table of contents, and Prologue, an introduction to volume