The Art Museum: A Site for Developing Second Language and Academic Discourse Processes

This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum in undergraduate courses: instructor-docent collaboration, paired conversation activities, and the use of voice in creative writing for those studying to be teachers of writing. We propose the museum is an outside-of-school context that requires further theoretical discussion and educational research for advancing second language development and college learning opportunities

The effect of an algorithm-based sedation guideline on the duration of mechanical ventilation in an Australian intensive care unit

To examine the effect of an algorithm-based sedation guideline developed in a North American intensive care unit (ICU) on the duration of mechanical ventilation of patients in an Australian ICU. The intervention was tested in a pre-intervention, post-intervention comparative investigation in a 14-bed adult intensive care unit. Adult mechanically ventilated patients were selected consecutively (n =322) The pre-intervention and post-intervention groups were similar except for a higher number of patients with a neurological diagnosis in the pre-intervention group. An algorithm-based sedation guideline including a sedation scale was introduced using a multifaceted implementation strategy. The median duration of ventilation was 5.6 days in the post-intervention group, compared with 4.8 days for the pre-intervention group (P = 0.99). The length of stay was 8.2 days in the post-intervention group versus 7.1 days in the pre-intervention group (P = 0.04). There were no statistically significant differences for the other secondary outcomes, including the score on the Experience of Treatment in ICU 7 item questionnaire, number of tracheostomies and number of self-extubations. Records of compliance to recording the sedation score during both phases revealed that patients were slightly more deeply sedated when the guideline was used. The use of the algorithm-based sedation guideline did not reduce duration of mechanical ventilation in the setting of this study

Moving ideas: an exploration of students’ use of dialogue for writing in history

In this study, we explored how students make use of whole-class interaction in individual writing. Although various studies show the importance of classroom interaction for writing, little is known about how this works, particularly in history. Starting point is the idea that learning can move from the interpersonal level in classroom discourse to the intrapersonal level in subsequent individual writing. We analyzed nine student texts in history (Grade 11) and traced back the origins of the ideas used (documents or discussion). We found that students not only referenced both documents and classroom discussion in their texts but also that they developed additional ideas. We identified two ways in which students used classroom interaction in their texts: reproducing existing ideas or transforming existing ideas into new ones. Examples of both are discussed. Furthermore, we found differences in students’ use of the language of history in the discussion and in writing. When writing, students seemed to use more nominalizations and the language of time was more complex. We conclude that individual writing can benefit from whole-class discussion because students reproduced and transformed ideas in their writing, resulting in knowledge development, and because students’ use of the language of history became more proficient

Crossing divides: consumption and globalization in history

This article has two aims. First, it seeks to raise awareness about three competing frameworks that are currently dominating the debate about consumption and globalization: 18th-century global exchanges; Americanization; and consumerism. These have tended to operate in virtual isolation and ignorance from each other. Second, through a critical discussion of recent research, the article sets out to complicate conventional chronologies of tradition/modernity/late modernity that continue to underpin much research on consumer cultures. Instead of a linear progression from diversity to standardization, from gift-exchange to commodity-exchange, and from public engagement to privatized materialism, the article points to the dynamic interaction between these forms across time. An appreciation of these longer, deeper, and more variegated histories means that it is problematic to equate consumer culture with the 'age of affluence' after the Second World War. In turn, it calls on critics of consumerism to adopt a more realistic and historically sensitive approach that engages with the longer evolution of consumer culture and avoids idealized images of a recent pre-consumerist past