Samuel Holberry: Chartist Conspirator or Victim of a State Conspiracy

In January 1840, Samuel Holberry a Sheffield Chartist, was committed to trial at Sheffield Assizes for seditious conspiracy. A critical examination of the evidence presented at the committal hearing and subsequent Assize trial demonstrates that the court process was entirely one-sided. The quality of the evidence used to secure a conviction was, at the very least, suspect, and the prosecution appear to have withheld evidence that could have vindicated Holberry. An in-depth analysis of the case seeks to lay bare the workings of the coercive and judicial powers of the nineteenth century state

Does Lesson Study Have a Future in the United States?

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A clinical investigation of impairment in the development of healthy aggression with reference to the work of Henri Parens

This thesis investigates how impailments and arrests in the development of ordinary healthy aggression interfere with development in general. I review the literature on aggression, particularly in relation to Henri Parens' concept of a spectrum of aggression. I describe two cases seen in a general CAMH service. The clinical material from the first year of therapy for each case is subjected to Grounded Theory coding to ensure that aggression has not been prejudiced over other significant factors. I describe the two cases using Anna Freud's Diagnostic Profile and Developmental Lines to trace the development of aggression within the broader context of more general development. I compare their respective progress with reference to Parens' work, using his spectrum to hypothesise that in some children there is a confusion of ordinary healthy aggresssion(or developmental assertiveness) with destructiveness. I suggest that this confusion inhibits development across several areas. Finally I discuss some possible implications for clinical practice

Becoming Psychotherapists: Experiences of Novice Trainees in a Beginning Graduate Class

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, awareness of reactions to clients, learning and using helping skills, reactions to supervision, and experiences that fostered growth. Implications for training and research are provided

Magnetically levitated mesenchymal stem cell spheroids cultured with a collagen gel maintain phenotype and quiescence

Multicellular spheroids are an established system for three-dimensional cell culture. Spheroids are typically generated using hanging drop or non-adherent culture; however, an emerging technique is to use magnetic levitation. Herein, mesenchymal stem cell spheroids were generated using magnetic nanoparticles and subsequently cultured within a type I collagen gel, with a view towards developing a bone marrow niche environment. Cells were loaded with magnetic nanoparticles, and suspended beneath an external magnet, inducing self-assembly of multicellular spheroids. Cells in spheroids were viable and compared to corresponding monolayer controls, maintained stem cell phenotype and were quiescent. Interestingly, core spheroid necrosis was not observed, even with increasing spheroid size, in contrast to other commonly used spheroid systems. This mesenchymal stem cell spheroid culture presents a potential platform for modelling in vitro bone marrow stem cell niches, elucidating interactions between cells, as well as a useful model for drug delivery studies

“I Think I Can!”: the influences of the four sources of self-efficacy upon the development of vocal performance belief in nine classical collegiate vocalists

Self-efficacy is theorized to represent our ability, capability, or capacity to accomplish particular tasks. One’s belief in that ability (self-efficacy belief) has been identified as the greatest predictor of successful performance and is influenced by four primary sources (enactive mastery experience, vicarious experience, verbal/social persuasion, physiological and affective states), in addition to personal and contextual influences. However, the development of accurate self-perceptions may be particularly challenging for the collegiate vocalist. In the development of singing technique—where self-assessment is complicated by the corporal nature of the vocal instrument—Bandura’s (1997) sources of self-efficacy provide a framework whereby assessment of ability and capability may become more tangible. The aim of the present study, therefore, was to investigate how collegiate vocal students’ beliefs in their vocal performance abilities may be influenced by the four self-efficacy sources and personal/contextual factors. I distributed the Vocal Performance Self-Efficacy Survey (adapted from Zelenak, 2011) to 46 voice majors at a private university in the western United States. Nine interview participants, who represented diversity of performance beliefs, were subsequently selected from the survey participant pool. Interview participants completed an initial interview based on a priori themes (four sources of self-efficacy); and a follow-up interview, which explored contextual factors (i.e., student/teacher relationship, environment, cognitive self-regulation, practice habits, and gender). In addition, participants documented three experiences—in a voice lesson, practice session, and performance—that fostered or hindered their performance belief. Vocal students in this study described how they progressed in self-belief by moving from a reliance on external assessments of ability to a reliance on self-appraisal as they (a) developed their technique through practice, studio learning, and performance (enactive mastery experience); (b) watched coping and master models (vicarious experience); (c) received feedback (verbal/social persuasion); (d) knew and felt physically when they were singing freely (physiological and affective states); and (e) learned to exercise agency (cognitive self-regulation). A particularly important finding from this study was the common and consistent reliance singers placed on physiological and affective states. Eight of nine interview participants responded that, of all the self-efficacy sources, physiological and affective states most affected their performance belief. Interview data indicate the importance of nurturing vocal students’ performance beliefs through utilizing the four sources of self-efficacy, fostering qualities of persistence and resilience, facilitating cognitive self-regulation, working toward productive student/teacher relationships, and creating safe learning and performance environments

The Literature of Spanish South America : Its Background, Development and Characteristics

The scope of this work is to be confined to those nations on the continent of South America which use as their national tongue the Spanish language. This excludes consideration of Brazil, whose language is Portuguese and which possesses a rich literature of its own. Another country is omitted, Paraguay, not from oversight, but because this inland republic is so backward in culture and development that it possesses nothing which can be dignified with the term national literature. Argentina, Uruguay, Chile, Peru, Bolivia, Ecuador, Colombia, and Venezuela - these are the countries of Spanish America with which this discussion will be concerned