Journal articles: 'Kansas. State Department of Public Instruction' – Grafiati (2024)

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Kinesiology is an academic discipline with a body of content that can be drawn on to support professions and to solve important public health problems. The Kansas State Physical Activity Systems Framework defines a new approach to structure the discipline. Central to the framework is the rejection of a kinesiology subdisciplinary approach and the adoption of an integrated “cell-to-society” systems approach. Each level of physical activity systems is addressed in undergraduate and graduate education and research. Supporting the framework are two research and education teams: exercise physiology and exercise behavioral science. These teams provide core integrated academic discipline content expertise and expertise for integrating professional application areas, such as public health. The framework has evolved over 20 years at Kansas State University, where today the Department of Kinesiology delivers high-quality extramurally-funded research; BS, MS, MPH, and PhD programs; and outreach in a cost-effective manner.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.

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Background: Racial and ethnic minority infants and mothers have worse birth outcomes than Caucasian infants and mothers, specifically infant mortality. The purpose of this pilot study was to compare infant mortality rates from vital statistic data between mothers who participated in the Women, Infants, and Children (WIC) Program and the general population in Kansas. Methods: A retrospective secondary analysis of data received from the Kansas Department of Health and Environment (KDHE) was conducted. Data were provided on all mothers who delivered a child in the state of Kansas from 2009 to 2011. The data received from KDHE included maternal demographics, infant deaths, infant gestational age, infant weight at birth, and WIC program participation. Results: The overall infant mortality rate was 6.4 per 1000 births. Infant mortality for Caucasians was lower than for non-Caucasians. Infant mortality for blacks was greater than for non-blacks. Being Hispanic was not statistically associated with a difference in infant mortality. WIC program participation was associated with lower infant mortality in both blacks and Hispanics. After adjusting for WIC, infants born to black mothers were still more than twice as likely to die when compared with Caucasian infants. WIC services were not statistically associated with a reduction in infant mortality. Mother’s education showed a significant protective effect on the likelihood of infant death. Conclusion: The WIC program is associated with positive outcomes at the national level. However, widespread reductions in health disparities have not been reported. Differences in education levels between mothers affected infant mortality to a greater degree than WIC program participation alone in the analysis. The infant mortality rate for black and Hispanic mothers was lower for WIC program participants. The WIC program may be beneficial for reducing infant mortality racial disparities but program participation should be expanded to affect maternal health disparities at the population level.

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As transportation agencies across the country are forced to deal with declining funding levels, much attention is paid to what will be lost as a result of these reductions. However, not enough attention is given to what agencies can do, not only to manage under tight budgets but also to make tremendous advancements in how projects are delivered in a way that is more accountable and transparent to citizens. Although this may be an era of smaller transportation programs, it can also be a time of greater leadership and public policy. With this in mind, the Kansas Department of Transportation embarked on a multiyear experiment to reinvent transportation planning and project selection processes. The effort would achieve greater support through stakeholder consultation, collaboration, and adoption of improved and expanded methods for ranking and selecting projects that appeal to broader issues of public concern (such as job creation) instead of merely engineering measures of need, such as pavement condition, congestion, and shoulder width. Eight years of experimentation in consultation, collaboration, and revision of processes provide many lessons for the transportation community; these lessons may be applicable in whole or part for other state or regional transportation agencies. The following methods and tools used by the Kansas Department of Transportation were critically examined: surveys, collaborative planning efforts, social media outreach, economic impact analysis, and expanded project selection processes. The results of this effort led to both the passage of a new 10-year transportation program by the Kansas Legislature in 2010 and its successful implementation in 2011.

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Purpose – The purpose of this paper is to examine the education of children at St Helena Penal Establishment in Queensland and the trials faced by the educators that delivered their formal schooling. The paper will add to the growing research into the prison island and will provide an insight into a unique facet of education in the newly established Australian State of Queensland. Design/methodology/approach – The historical analysis draws on original documents and published works to chronicle the provision of education to the children of warders at the St Helena Penal Establishment. Findings – The establishment of the Department of Public Instruction and the introduction of the State Education Act of 1875 were intended to provide Queensland children from 6 to 12 years of age with free, compulsory, and secular primary education. The full implementation of the Act took until 1900, and in the process, initiatives like St Helena State School No. 12, through issues of administrative control, saw teachers excluded from the Department of Public Instruction in order to include schoolchildren under the auspices of the same department. Research limitations/implications – The research paper is an initial investigation into the subject and limited by the paucity of primary data available on the topic. Originality/value – The case study adds to the growing literature on other aspects of the prison at St Helena, Queensland and adds to knowledge of life on the island. Furthermore, the aspects of control over staff on the island and the requirement for the teachers to double as guards, ready to take up arms in defence of the prison, provides new insights into the obligations placed on some early educators.

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Introduction. SARS-CoV-2 virus (severe acute respiratory syndrome coronavirus 2) causing COVID-19 (Coronavirus Disease 2019) initially was identified in China in December 2019. It has resulted in a pandemic with increasing spread of the virus in the US. The county health departments around US are spearheading the response to contain the spread of this virus. Methods. This project was a survey of county health departments in the state of Kansas with data collection period from 4/15 to 4/24/2020. This study evaluated the staffing, resources, and funding of these health departments and how it was affecting the efforts to contain COVID-19. Descriptive statistics were used to summarize the responses. Results. A total of 75% of the county health departments in Kansas responded to the survey. In 89% of locations, the staffing had not increased. Most health departments had an average of five people and the four largest ones had 30 to 98 staff working on COVID-19. Most locations used the Kansas Department of Health and Environment criteria for testing and used a combination of state or private laboratories. The results of the tests were available three days or longer in 62% and after five days in 14% of sites. All locations were active in contact tracing, but most had 1-3 people for this purpose and in 90% the contact tracing interview was via phone calls. There was no change in funding in 21% and decreased funding in 8.5% of health departments. Most locations had an average of five nasopharyngeal swabs on the day of the survey. The most common needs expressed were help to increase testing capability, more public education, more personal protective equipment, increased personnel, and assistance with contract tracing. Conclusions. There is an urgent need in Kansas to increase support to county health departments for testing capability, personal protective equipment, increased number of staff, increased help with contact tracing, and especially increase support for public education.

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In this article, I study charter schools as social innovations within the population of established public educational institutions. I begin by briefly outlining the history of public schools in the United States. Organizational theories are applied to explain the perpetuation of the structure of public schools since World War II. Next, I delineate the characteristics of educational reform movements in the United States by focusing on the charter school movement. Then, I use an evolutionary approach to study the environmental characteristics that drive the perceived need for innovation and the promotion of experimentation. Using data compiled from the North Carolina Department of Public Instruction, the Census Bureau, and North Carolina State Data Center, I examine the characteristics of the local environment that promotes the submission of charter school applications in North Carolina over a three-year period, 1996-1998. It is shown that school districts in need of school choice do have a higher mean charter school submission rate. Also, some community characteristics and available resources are important for the initial stage of charter school formation.

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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

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As with any shared format for serializing data, Primo’s PNX records have limits on the types of data which they pass along from the source records and into the Primo tool. As a result of these limitations, PNX records do not currently have a provision for harvesting and transferring rights information about HathiTrust holdings that the Kansas State University (KSU) Library system indexes through Primo. This created a problem, since Primo was defaulting to indicate that all HathiTrust materials were available to KSU Libraries (K-State Libraries) patrons, when only a limited portion of them actually were. This disconnect was infuriating some library users, and creating difficulties for the public services librarians. There was a library-wide discussion about removing HathiTrust holdings from Primo altogether, but it was decided that such a solution was an overreaction. As a consequence, the library IT department began a crash program to attempt to find a solution to the problem. The result was an application called hathiGenius.

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This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

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In this article, we examine how demographic changes in Fargo and West Fargo, North Dakota between 2000 and 2017, including the resettlement of refugees, have impacted equitable educational arrangements in Fargo Public Schools (FPS) and West Fargo Public Schools (WFPS). Drawing on multiple data sources, including North Dakota’s Department of Public Instruction (DPI), Common Core of Data (CCD) available from the National Center for Educational Statistics (NCES) and block group data from the U.S. Census Bureau, we use Geographic Information Systems (GIS) to examine city and district level changes in the years 2000 and 2017. We also conduct descriptive statistics and a multivariate analysis of variance (MANOVA) to assess the relationships among Black student enrollment, performance on state tests and enrollment characteristics that include race and free and reduced lunch. Findings underscore the increasing isolation of students over time by race, socioeconomic background and language.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.

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Introduction: SARS-CoV-2 (Severe Acute Respiratory Syndrome Coronavirus-2) causing COVID-19 (Coronavirus Disease 2019) continues to be widespread in Kansas. County health departments are trying to contain this pandemic. Methods: This second survey of Kansas county health department directors occurred from August 7 to September 7, 2020. Since the first survey in April, there have been significant increases in the number of positive cases of COVID-19 and related deaths. Thus, the aim of the study was to re-evaluate county-level containment efforts and assess shortfalls that were previously identified in the April 2020 survey. Results: In total, 41 out of 105 directors responded to the survey. Generally, respondents said there were increased supplies for testing, increased testing centers, shorter time to get test results, and in some cases, increased funding. However, the number of people involved in contact tracing had not substantially increased, which was one of the recommended changes for improving containment. Moreover, of those persons who were tested, only a few (18%) counties inquired if they wear masks in public. From comments reported, there was a sense of employees being overwhelmed, especially among the smaller county health departments. Conclusions: As the cases of and deaths from COVID-19 are increasing in the state, especially in high density areas, the respondents to our survey indicate there is continued need for additional funding with easy access, increased staffing, especially for contact tracing, and significant help for effective messaging to improve adherence to public health directives.

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This article reports on usability testing of the Canvas learning management system (LMS) by ninety-seven kindergarten through post-secondary, public and private educators across North Carolina. The article will reference research by Rosenzweig and others to understand the impact of user experience (UX) on teachers' ability to learn features and to create content in the Canvas learning management system (LMS). The author co-facilitated a Canvas Basics course sixteen times for educators new to the software. This article explores the implications of the information gleaned as these educators built content and interacted with the Canvas e-learning software. The training was offered through a state-wide initiative by the North Carolina Department of Public Instruction (NCDPI), an entity charged with (among other roles) supporting the professional learning of educators, specifically focusing on digital learning competencies for classroom teachers, a professional growth requirement for renewing teacher licenses in 2019 and beyond.

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In the fall of 2004, the Academic Computing Center, a division of the Information Technology Services Department (ITS) at Minnesota State University, Mankato took over responsibility for the computers in the public areas of Memorial Library. For the first time, affiliated Memorial Library users were required to authenticate using a campus username and password, a change that effectively eliminated computer access for anyone not part of the university community. This posed a dilemma for the librarians. Because of its Federal Depository status, the library had a responsibility to provide general access to both print and online government publications for the general public. Furthermore, the library had a long tradition of providing guest access to most library resources, and there was reluctance to abandon the practice. Therefore the librarians worked with ITS to retain a small group of six computers that did not require authentication and were clearly marked for community use, along with several standup, open-access computers on each floor used primarily for searching the library catalog. The additional need to provide computer access to high school students visiting the library for research and instruction led to more discussions with ITS and resulted in a means of generating temporary usernames and passwords through a Web form. These user accommodations were implemented in the library without creating a written policy governing the use of open-access computers.

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The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.

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This study examines the impact of racial isolation on high school student performance in North Carolina, a state in the southeast United States. Our research goal is to investigate if increased isolation negatively impacts Black students’ academic performance. Employing the North Carolina State Department of Public Instruction (NCDPI) dataset, we test for this using Algebra I and English I scores on End-of-Course exams for ninth graders (N = 134,646) during the 2007-2008 school year. We control for student-level characteristics, such as race and ethnicity, economic disadvantage (eligibility for free and reduced-price lunch), and designation as gifted. We also analyze the effect of school-level characteristics, such as teacher experience, teacher training (advanced degree), teacher accreditation (fully licensed), and the percentage of students who were Black or Latino. Our results suggest racial isolation adversely impacts student performance on Algebra I by as much as three points. With our restricted hierarchical dataset and multi-level modeling, we (a) contribute to the growing body of literature, which finds a negative association between racial isolation/segregation and student performance, and (b) find teacher attributes can moderate some of the adverse student outcomes.

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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

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This article considers two well-known texts that deal with questions of education and appropriate conduct for respectable Muslims in colonial India. The texts under scrutiny are Mirat al-Arus (The Bride's Mirror), and the Taubat-al-Nasuh (Repentance of Nasuh), completed in 1867–68 and 1873 respectively. The author was a Muslim publicist and a prolific writer who published numerous books in diverse genres. Nazir Ahmed (1830–1912) came from a family of distinguished maulavis and muftis of Bijnor (in the state of Uttar Pradesh) and Delhi. His father, a teacher in a small town near Bijnor, taught him Persian and Arabic. In 1846, Nazir Ahmad enrolled at the Delhi College and studied there till 1853. He began his career as a maulavi in Arabic, but soon (in 1856) became a deputy inspector of schools in the Department of Public Instruction. Later, after he had produced a superb translation of the Indian Penal Code in Urdu, he was nominated for the Revenue Service. He was posted as deputy collector in what was then called the North-West Provinces (i.e. modern U.P.), whence the name ‘Diptee (Deputy) Nazir Ahmad’ by which he is popularly known.

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In this study, how prospective chemistry teachers (PCTs) perceive precipitation and conceptualize precipitation reactions at the symbolic level was explored. Further, it was of interest to identify PCTs’ visualization of the sub-microscopic level of precipitation reactions. The sample was drawn from the Chemistry Education Department at the Education Faculty of a Turkish Public University. A total of 46 PCTs (10 in the 4th semester, 15 in the 6th semester, and 21 in the 8th semester) participated in the study. The data were collected using an instrument with three open-ended questions developed by the authors and with interviews. It was revealed that the PCTs thought about precipitation in qualitatively different ways depending on their practices of phenomena. The PCTs’ perceptions of precipitation were grouped into three issues coded as (1) reacting two salt solutions, (2) undissolved solid and (3) residue. It was found that half of the PCTs (24 of the 46 PCTs) did not use state symbols when writing the precipitation equations and more than half of them included the molecular dissolution features in their drawings. It was suggested that instruction should be to address incorporating a relation between the sub-microscopic, symbolic and macroscopic levels by using the animations.

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Colleges and universities must be prepared to respond to events that could compromise the safety of any person in a classroom, residence hall, office, or any other campus facility as well as for any event that could jeopardize the continuation of use of any campus facility. The Federal Emergency Management Agency (FEMA) states, “Higher education institutions ... are realizing that improving their campus’ resistance to disaster will not only protect their own lives and those of their students, it will also safeguard their campus’ instruction, research, and public service.” The US Department of Homeland Security, FEMA developed the overarching strategy, the National Response Framework (NRF), for emergency preparedness for “government executives, private-sector and nongovernmental organization leaders.” FEMA and the Department of Education (DOE) developed specific guidelines for emergency preparedness for colleges and universities. This study linked these guidelines to the five principles of the NRF. Most institutions have an emergency preparedness plan, but just how effective are these plans? Do community colleges, state, independent, and proprietary institutions differ in terms of their level of emergency preparedness? The target population for this study is colleges and universities in the United States. This quantitative study measured how aligned the emergency preparedness plans of these colleges and universities are to the recommendations of FEMA and the US DOE, Office of Safe and Drug-Free Schools. The data suggest that much more needs to be done to bring college and university emergency plans into alignment with the government recommendations. Alignment with the government documents for this sample of US colleges and universities is extremely low for each principle of the NRF.

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The poor academic achievement of students in technical colleges in Nigeria has been a major concern to researchers. It is believed that the application of effective instructional methods in technical colleges could enhance overall students’ academic achievement. This demands that teachers in technical colleges should adopt instructional methods that could enhance overall achievement particularly in students’ psychom*otor, problem solving achievement and enhance retention in mechanical engineering craft practice in technical colleges. The study investigated the effectiveness of constructivism instructional method on students’ psychom*otor achievement, problem-solving and retention in mechanical engineering craft practice in technical colleges in Delta State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental research design. Population of the study was 97 vocational II mechanical engineering craft practice (MECP) students in the six technical colleges in Delta State. A sample of 82 was used for the study. Instruments for data collection were Mechanical Engineering Craft Practice Achievement Test (MECPAT) and the lesson plans for the experimental and control groups. The instruments- MECPAT and lesson plans; were face and content validated by three experts, two from the Department of Technology and Vocational Education and one from Measurement and Evaluation Unit of the Department of Educational Foundation; all in Nnamdi Azikiwe University Awka. Test–retest method was used to establish reliability of MECPAT and was calculated using Pearson Product Moment Correlation which yielded a correlation coefficient value of 0.87. Arithmetic mean was used to analyze data relating to research questions and while analysis of covariance (ANCOVA) was used to test the null hypotheses. Findings revealed that students taught mechanical engineering craft practice using constructivism instructional method performed better, possessed requisite problem solving skills and had better knowledge retention than those taught with lecture teaching method (LTD). Based on the findings, it was concluded that constructivism instructional teaching method (CITM) is an effective and efficient mode of instruction with capacity of improving students’ learning outcome, problem solving techniques and retention ability level. Consequently, it was recommended among others that technical teachers should use constructivism instructional method in teaching mechanical engineering craft practice so as to enhance students’ psychom*otor achievement in subsequent public examination.

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Secondary or high school (HS) educational professionals expressed concerns about dealing with environmental and occupational health and safety protocols due to COVID-19. Concerns related to fall 2020 school re-opening and getting back into in-person teaching—whether full-time, part-time or some other approved hybrid model—plus ongoing uncertainty with how the state and federal government will be handling matters about mandates for virtual learning, rapid testing, vaccine distribution, etc. These concerns were related to both their experience as educational professionals and genuine interest in personal and student well-being. This study was a cross-sectional online survey in early fall from mid-September–early October 2020. Of a possible maximum participation of 740 New Jersey (NJ) supervisory-level HS teachers and administrators (e.g., department chairs, district and school principals), 100 confirmed unique respondents (13.5%) consented and completed the survey. Of 100 experienced (mean 18 years teaching) participants, 70% responded to the gender identity question (overall, 61% female, 39% male; by NJ region, gender ratios were similar). There were statistically significant differences (using Fischer’s exact test) between NJ regions regarding provision of online counseling and support services for teachers (p < 0.001); for resources and equipment for teachers to mediate online learning (p = 0.02); for assistive video technology tools (p = 0.03) and accessibility to structured online learning and professional development (p = 0.002); concerning learning aids to engage students in online instruction, online counseling, and support services for students and their families (p = 0.006); appropriate protocol is clean and disinfect areas used by a person with COVID-19 (p = 0.002); and, immediately separate staff and students who screen positive for COVID-19 (p = 0.03). There were few statistical differences by gender. This study reported what participants wanted regarding the development of future policies then implemented as reopening practices. Data can inform recommendations in NJ and elsewhere at federal, state, and local levels. Data provide new insights and valuable information to inform the consideration of acceptability of various policy measures among HS education professionals.

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Objective – To identify key factors affecting the probability of obtaining an interview and being hired for an academic library position. Design – An online survey was distributed via the following electronic mail lists: ACRL, LITA, COLLIB, METRO, ACQNET, COLLDV, ULS, EQUILIBR, and ALF. The questionnaire was posted via StudentVoice, an assessment survey provider. Setting – Academic libraries in the United States. Subjects – The 242 academic library search committees that responded to the online survey. Methods – The authors reviewed the literature on the hiring process in academic libraries. A questionnaire for an online survey was developed. The instrument contained closed questions with the option to add comments. The survey was available for completion June 3 to June 15, 2008. Main Results – Skills and performance of job requirements were rated as the most important criteria by 90% of the 242 academic library search committees that responded to the survey. Previous academic library experience was rated as essential by 38%. The findings also showed that committees are positive towards hiring recent graduates, and over 90% check references. In addition, 75% of the respondents emphasized the importance of skills in bibliographic instruction (BI), particularly when choosing staff for public services. Furthermore, of the 242 respondents, 47.52%, answering the corresponding question indicated that a relevant cover letter, correct spelling, and declaration of the candidate’s activities over all time periods are crucial aspects. Those in favour of using a weighted scoring system, 37% of 218 respondents, felt that it served as a tool to level the playing field for gathering accurate information, and it also helped to improve the efficiency as well as speed of the hiring process. However, 62.84% of the respondents commented that a weighted scoring system is too prescribed, and some universities did not allow the use of this method. Of 218 respondents, 65% employed evaluation forms after an interview, 38% reported that they would go beyond the applicant’s given references, and 61% felt that the applicant’s potential to fit into the department was important. The “potential fit” criteria scored the highest of these criteria: demonstrated performance of job requirements; cover letter; and knowledge of trends in latest developments in library science (p. 74). Of 211 respondents, 47.39% reported that the average length of the search process was 4 to 6 months. Most respondents perceived the search process as slow. Conclusion – In general, the survey offered an overview of current practices of academic library search committees, which can aid those on the hiring side as well as those who are seeking a job. Based on the results, the authors state that, in addition to all of the job requirements, it is vital to consider the potential fit of the applicant within the department. The hiring of candidates with less experience emphasizes the significance of fitting into the department and can be weighed against selection of individuals with more experience. This conclusion is encouraging for those who have recently graduated from library school.

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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

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Introduction Although one-on-one tutoring offers many benefits in terms of flexibility and engagement, it can prove to be a resource-intensive method of instruction. Adaptive training (AT) is a viable alternative when one-on-one tutoring is impractical. AT caters instructional content based on an individual’s aptitudes, learning styles, preferences, or task performance (Landsberg, Van Buskirk, Astwood, Mercado, & Aakre, 2011). The present study describes an experiment performed to examine the effects of different rates of difficulty adaptation to train an audio-visual change detection task. Previous research has shown that difficulty adaptation has benefits for learning (e.g., Landsberg, Mercado, Van Buskirk, Lineberry, & Steinhauser, 2012; Wickens, Hutchins, Carolan, & Cummings, 2013). However, this may not be universally true. Specifically, people who cope with task difficulty using emotion-focused coping (EFC) may exhibit performance decrements when experiencing changes in difficulty. EFC is a method of dealing with tasks or problems involving self-criticism, self-doubt, and worry (Matthews & Campbell, 1998). EFC is also associated with high levels of task distress (Matthews et al., 2006), and previous research has identified that shifts in task workload can impair subsequent performance and increase distress (e.g., Cox-Fuenzalida, 2007; Helton, Shaw, Warm, Matthews, & Hanco*ck, 2008). This presents a problem, as the difficulty adaptations (and their concomitant shifts in workload) that should improve learning gains may be problematic for those who use EFC. Method The present experiment examined the hypothesis that those who use EFC strategies in stressful situations struggle with task performance when experiencing changes in task demands. Ninety-five volunteers completed training in which scenario difficulty adapted based on participant performance. Participants completed five 10-minute scenarios of an audio-visual change detection task. In this task, participants observed and listened to a simulated electronic warfare environment consisting of multiple emitters with unique parameters. These emitters could engage or disengage their signals at any time. Participants were required to submit reports to classify these emitters and indicate when they engaged or disengaged from the environment. They were assigned randomly to one of three groups: within-scenario adaptive where task difficulty changed in real time, between-scenario adaptive where task difficulty changed between scenarios, and a non-adaptive control condition where task difficulty was held constant across scenarios. Data on participants’ pre-training dispositional coping styles were collected using Matthews and Campbell’s (1998) Coping Inventory for Task Stressors (CITS). Additionally, we measured participants’ post-task situational coping styles (CITS), workload (NASA Task Load Index, Hart & Staveland, 1988), and distress (Dundee Stress-States Questionnaire; Matthews et al., 2002) after each of the five scenarios. Results Results indicated no group differences in performance (combined accuracy and timeliness of reports; scored out of 100%), post-task distress, and post-task workload in any of the conditions; however, conditional differences emerged when assessing EFC. We performed a moderated mediation analysis to examine conditional indirect effects of EFC on score, post-task workload, and distress. In this model, dispositional (pre-task) EFC was the predictor variable, situational (post-task) EFC was the mediating variable, and this relationship was moderated by the training condition. The outcome variables were score, post-task distress, and post-task workload. This analysis was performed on all five scenarios, and revealed significant indirect effects for those high in dispositional EFC, such that their performance was worst and their distress and workload were highest in the within-adaptive condition. In the between-adaptive and control conditions, these effects were present in the first scenario but diminished over time. In essence, real-time difficulty adaptation that is too frequent can lead to poor training outcomes for those high in EFC. Discussion These effects are consistent with those of Cox-Fuenzalida (2007) and Helton and colleagues (2008) who suggested that variable shifts in workload could be detrimental to performance. Our results suggest that those who tend to use EFC also tend to struggle with frequent changes in task difficulty. For training purposes, EFC may be an important variable for adaptation prior to training (i.e., macro-adaptation; Park & Lee, 2003). If an adaptive training system offers multiple schedules of difficulty adaptation frequency, one could assign higher-EFC trainees to a less-frequent difficulty adaptation schedule to minimize the risk of lower performance and increased distress and workload. On a similar note, it may also be beneficial to take periodic measurements of trainees’ situational EFC to shift their adaptation schedule to one that is less frequent. In both cases, these approaches to adaptive training would mitigate the negative training outcomes of frequent difficulty adaptation associated with high EFC. Future research should continue to study how trainee individual differences influence the effectiveness of AT. Acknowledgments We gratefully acknowledge Dr. Kip Krebs and the Office of Naval Research who sponsored this work (Funding Doc# N0001417WX00200). We would also like to thank Mr. Derek Tolley for his development of the experimental task. Presentation of this material does not constitute or imply its endorsem*nt, recommendation, or favoring by the U.S. Navy or Department of Defense (DoD). The opinions of the authors expressed herein do not necessarily state or reflect those of the U.S. Navy or DoD. NAWCTSD Public Release 19-ORL045 Distribution Statement A – Approved for public release; distribution is unlimited.

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e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.

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Objective – This study sought to determine the characteristics of research materials used by history students in preparing their master’s theses. Of which information resources formats did such students make use, and in what proportions? What was the age distribution of resources used? What was the dispersal over journal titles and over subject classification, i.e., the degree of interdisciplinarity? To what extent did the master’s students make use of non-English-language materials? To what extent did their institution’s library hold the resources in question? The investigator was especially interested in finding quantitative support for what he terms two “hypotheses.” The first of these is that historical research depends to a high degree on monographs, journal articles being far less important to it than they are to research in, especially, the natural sciences and technology. The second is that the age distribution of resources important to historical research is much flatter and longer than that of resources upon which researchers in the natural sciences and technology rely. Design – Citation analysis, supplemented with comprehensive catalogue searches. Setting – Southern Connecticut State University (SCSU), a mid-sized public university located in New Haven, Connecticut, U.S.A. Subjects – MA and MS theses (N=47) successfully submitted to the Department of History over the period from academic year 1998/1999 through academic year 2007/2008, inclusive. Methods – The investigator initially identified the theses through a search of the online catalogue (“Consuls”) of the Connecticut State University system, and retrieved all of them in either electronic or hard-copy form. He then subjected all citations (N=3,498) listed in the references sections of these theses to an examination in order to identify for each cited resource the format, the age, the language, and, in the case of scholarly journal articles, the journal of publication. He carried out bibliographic searches in order to rectify any citations which he had noted to be faulty or incomplete. The study took no account of possible additional citations in footnotes or endnotes or in the text, and did not measure citation intensity (whether, for instance, a thesis referred only once, or perhaps many times, to a given resource). Duplicates “were ignored.” He furthermore performed systematic searches in Consuls and in the Library of Congress (LC) online catalogue in order to establish, insofar as possible, into which assigned LC Classification class each resource fell, and whether it belonged to the holdings of the SCSU library. “Holdings,” as used here, includes physical resources owned, as well as those resources to which the library has licensed access. Not marked as either “held” or “not held” were: resources available online without restriction or charge, items not identified in either Consuls or the LC catalogue, and all government documents. Ages of cited resources were calculated based on the edition or version date actually given in a student’s citation, without any consideration of a possible earlier date of the original version of the publication or document concerned. Main Results – Format, age distribution, and journal frequency. The local citation analysis found that 53.2% of all cited resources were monographs, 7.8% were scholarly articles, 5.3% were contributed chapters in books, and 0.6% were dissertations or theses. Non-scholarly periodicals accounted for 15.7%, government documents for 6.7%, and freely available web documents for 4.1%. The remainder, approximately 6.5%, comprised archival papers, judicial documents, directories, interviews, posters, audiovisual materials, and 13 other formats. Cited resources, measured back from the date of acceptance of the citing thesis, ranged from 0 to 479 years old; the mode was 3 years, but the median was “25” (p. 170) or “26” (p. 177) years. Just over 70% (i.e., 2,500 cited resources) were more than ten years old. Almost one thousand of the cited resources were fifty or more years old. The 274 scholarly journal articles included in the references sections were spread over 153 distinct journal titles, of which 105 titles made only one appearance, and 136 titles three or fewer appearances. The mean was 1.8 appearances. Subject dispersal and language. Of the 2,084 cited resources for which LC classification was locatable, 51.5% had a classification other than history, i.e., other than class C, D, E, or F. Nearly two thirds (66.0%) of the cited scholarly journal articles had appeared in journals with a focus other than history. (Note: table 4 is incorrect, precisely reversing the actual ratio.) Of all cited items, 98.5% were in the English language. Half (27) of the non-English-language resources cited were in Korean, all cited in the same thesis. Books (i.e., monographs plus compilations from which contributed chapters were cited) accounted for 87.0% of foreign-language citations. More than four fifths of the examined theses (83.0%) cited not a single non-English-language resource. Local holdings. Of all 3,498 cited items, 3,022 could be coded as either “held” or “not held” by the SCSU library. Of the items so coded (not, as indicated on p. 180, of all cited items), scarcely two fifths (41.0%) belonged to the library’s holdings. The holdings percentage was highest (72.6%) for the 274 scholarly journal articles cited, followed by the 186 contributed chapters (50.0%), the 550 non-scholarly periodical items (49.5%), and the 1,861 monographs (46.8%). For other cited formats, the percentage was much lower, and in some cases, e.g., for the 55 archival and the 44 judicial documents, it was 0.0%. Of the 54 foreign-language resources cited, the institution’s library held only two. Conclusion – The investigator concludes that his study’s findings do indeed lend quantitative support to his two “hypotheses.” This outcome will surprise few, if any, librarians; it is in accord with what Koenig (1978) long ago saw as a matter of “intuition” and “all conventional wisdom,” something that many subsequent studies have confirmed. Sherriff accordingly recommends, firstly, that collections which strive to support historical research should, in matters of acquisition policy and budget allocation, take serious account of that field’s relatively strong dependence on monographs. Secondly, the data on age distribution carry obvious implications for librarians’ decision-making on matters such as de-accessioning and weeding, relegation to remote storage, and retrospective acquisitions. This finding should also be considered, for instance, in connection with preservation policy and the maintaining of special collections. He even suggests that librarians “need to teach students the value of reviewing literature historically and showing them how to do so effectively” (p. 177). Sherriff considers a number of further (tentative) conclusions to be warranted or suggested by the results of this study. First of all, that historical research is now characteristically an interdisciplinary matter, in the sense that it requires extensive access to information resources, including journals, which libraries have traditionally not classified as belonging to the discipline of history itself. For a library supporting such research, this phenomenon “has implications for matters including collection budgets, reference work, bibliographic instruction, and the location of collections and departmental libraries” (p. 168). It also means “that librarians working with history students and history collections need to be aware of the relevant resources in other disciplines. This can improve reference work, research assistance, and bibliographic instruction; it may also help the coordination of acquisitions across departmental lines” (p. 179). Secondly, one may conclude that “there is no ‘core’ collection of journals for history” (p. 178) which will be able to satisfy a large proportion of master’s students’ research needs. Thirdly, the fact that a library such as SCSU’s holds significantly less than half of what master’s students require for preparing their theses “may exercise a narrowing effect on students’ awareness of the existing literature on their topics” (p. 180), “increases the importance of departmental faculty, reference librarians, and subject specialist librarians drawing students’ attention to resources beyond the library’s catalogues and collections” (p. 180), and requires that the library give serious attention to effective document delivery arrangements. Finally, this study’s finding that only a small percentage of master’s students in history made use of non-English-language materials, but then in certain cases used them rather extensively (27 Korean items cited in one thesis, ten Italian in another, nine Spanish in yet another), suggests that acquisition, or at least proactive acquisition, of such materials needn’t be a priority, as long as, once again, the students concerned have easy access to efficient and affordable document delivery services. Sherriff does concede, however, that his finding could indicate “that students are unaware of relevant resources in other languages or are aware of them but lack the language skills necessary to use them” (p. 179).

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A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning Asma Naureen Department of Education, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan i_kayani@yahoo.com Research Highlights This research paper was focused at analyzing the impact of traditional and inclusive teaching strategies on the learning of students of class II, in inclusive setting. In inclusive teaching all the students are included in learning process without any discrimination. (Ainscow et al, 2006) “Inclusive learning and teaching is to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others”. (Hockings, 2010) The study was experimental in nature in which traditional and inclusive instructional strategies were compared. The study proposed three hypotheses and the results of the study indicated that the students of experimental group and control group were almost equal before conducting the experiment. The result of post-test shows that the students of experimental group who were taught in inclusive teaching setting had shown comparatively better results than the students placed in control group who were taught in a traditional way. So, achievement level of students of experimental group was better than that of the students of control group which proved that inclusion in teaching was more effective than the traditional teaching setting. Ambrose et al, (2010) also recommended inclusive teaching strategies and said it is important that the pedagogical strategies we employ in the classroom reflect an understanding the psyche and social needs of the students. Research Objectives The main objectives of the study were: To find the impact of inclusion on the learning of students with special needs. To find the impact of inclusion on the learning of students without special needs. Significance of the Study This experimental study is very significant in different ways; on one hand it would give awareness to the people about inclusive education as even many of the teachers do not know about inclusion. On the other hand, it would enable the community members to adopt the positive attitude towards those children who are suffering from some disorders or disabilities or different from other students. This study would provide guidance to the teachers and parents for helping students with and without special needs. It would also help the teachers and administrators to look and analyze their teaching and make necessary changes in their educational strategies. Key principles are valuing diversity, entitlement, dignity, individual needs, planning, collective responsibility, professional development, and equal opportunities.” (Darlington, 2003) According to UNESCO, 2005 it is the duty of the state as well as of the society to involve all the students in learning process and no one feels excluded. In the National Report on the Development of Education, 2008 the emphasis was given on inclusive education with the objective to support Education For All (EFA), with special emphasis on eradicating the obstacles to all excluded: girls and women, the disabled, ethnic/linguistic minorities, nomads, and many others to participate and learn in regular schools so this study would enhance the efforts of government in creating the positive attitude among the educators in specific and public in general. Methodology The study was experimental in nature in which traditional method of imparting instruction was compared with inclusive instructional strategies. The procedure of the study was that two groups of students had been taken and tested before and after teaching. Pre-test, post-test equivalent design was used in this research study. In this design, pre-test was administered before the application of the experimental and control treatments and post-test was administered at the end of the treatment period. Students studying in three sections of class II constitute the population of the study. They are 83 students who are studying in three different sections. Their ages ranged from 7 to 9 years. Sample was taken from the school named F.G. Junior Model School, G-7/3-1, Islamabad. Sample size consists of 56 students, twenty-eight students were placed in experimental group and same number of students was in the control group. Both the groups were representative of inclusion, in which there were students from religious/linguistic minorities, slow learners, having low vision or articulation, hyper-actives, etc. Pre-test was used before the treatment started to equate the groups. Treatment of planned inclusive instructional techniques was given to experimental group while control group was taught by ordinary traditional method. The duration of it was two forty days. When the treatment period over, an instructor made post-test was conducted to measure the achievement of the students in the subject of English. First four lessons were taken from the text book for class II. To determine the impact of inclusive instructional strategies on students’ learning in inclusive setting and traditional teaching in inclusive setting, the significance of difference between the scores of experimental and control groups at 0.05 level was tested by applying t-test and analysis was made. It was shown by analysis of data that both the groups (experimental and control) in the beginning of the experiment were approximately equal. Results The results of post-test have shown that inclusive instructional strategies were more effective than that of traditional method of teaching students at primary level as experimental group scored significantly higher than the control group. The result of the study reflected that inclusive instructional strategies were more effective than traditional method of teaching. Findings The following findings emerged because of the analysis of data. It was found that the mean scores of control group was not found to be almost equal on pre-test and post-test. It was found that there was significant difference between mean scores on pre-test and post-test of experimental group after being treated by inclusive teaching strategies. It was found that the mean score of experimental group and that of the control group was not statistically significant at 0.05 levels. Hence, both the groups were found to be almost equal on pre-test. It was found mean score of experimental group was more than that of control group after being treated by inclusive teaching strategies.

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04–421Allen, Susan (U. Maryland, USA; Email: srallen@erols.com). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.04–423Beaudoin, Martin (U. of Alberta, Canada; Email: martin.beaudoin@ualberta.ca). A principle based approach to teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.04–424Bianchi, Sebastián (U. Cambridge, UK; Email: asb49@cam.ac.uk). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.04–425Burden, Peter (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.04–428Cowley, Peter (U. of Sydney, Australia; Email: peter.cowley@arts.usyd.edu.au) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: acurado@unex.es). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.ed.lb). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37, 1 (2004), 17–25.04–438He, Agnes Weiyun (SUNY Stony Brook, USA; Email: agnes.he@stonybrook.edu). CA for SLA: arguments from the Chinese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 568–582.04–439Hegelheimer, Volker (Iowa State U., USA; Email: volker@)iastate.edu), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do. ReCALL (Cambridge, UK), 16, 2 (2004), 432–437.04–440Hémard, Dominique (London Metropolitan U., UK; Email: d.hemard@londonmet.ac.uk). Enhancing online CALL design: the case for evaluation. ReCALL (Cambridge, UK), 16, 2 (2004), 502–519.04–441I-Ru, Su (National Tsing Hua U., Taiwan; Email: irusu@mx.nthu.edu.tw). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601.04–442Ingram, David (Melbourne U. Private, Australia; Email: d.ingram@muprivate.edu.au.), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 11–19.04–443Jackson, Alison (Bridgewater High School, UK; Email: alison@thebirches777.fsnet.co.uk). Pupil responsibility for learning in the KS3 French classroom. Francophonie (Rugby, UK), 30 (2004), 16–21.04–444Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email: joan.jamieson@nau.edu). Putting principles into practice. ReCALL (Cambridge, UK), 16, 2 (2004), 396–415.04–445Jiang, Nan (Georgia State U., USA; Email: njiang@gsu.edu). Morphological insensitivity in second language processing. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634.04–446Kim, Hae-Dong (Catholic U. of Korea; Email: kimhd@catholic.ac.kr). Learners' opinions on criteria for ELT materials evaluation. English Teaching (Anseonggun, Korea), 59, 3 (2004), 3–28.04–447Kim, Hae-Ri (Kyungil U., Korea; Email: hrkimasu@hanmail.net). Exploring the role of a teacher in a literature-based EFL classroom through communicative language teaching. English Teaching (Anseonggun, Korea), 59, 3 (2004) 29–51.04–448Kim, Jung-Hee (International Graduate School of English, Korea; Email: alice@igse.ac.kr). Intensive or extensive listening for L2 beginners?English Teaching (Anseonggun, Korea), 59, 3 (2004), 93–113.04–449Lan, Rae and Oxford, Rebecca L. (U. Maryland, USA; Email: raelan0116@yahoo.com). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 339–379.04–450Levis, John (Iowa State U., USA; Email: jlevis@iastate.edu) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.04–451Liddicoat, Anthony L. (Griffith U., Australia; Email: T.Liddicoat@griffith.edu.au). The conceptualisation of the cultural component of language teaching in Australian language-in-education policy. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 297–317.04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.04–453Macbeth, Douglas (Ohio State U., USA; Email: macbeth.1@osu.edu). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.04–454Mahoney, Sean (f*ckushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: sabiha.mansoor@aku.edu). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.04–456Markee, Numa (U. Illinois, Urbana, USA; Email: nppm@uiuc.edu). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.04–457Méndez García, María del Carmen (U. of Jaén, Spain; Email: cmendez@ujaen.es), Castro Prieto, Paloma and Sercu, Lies. Contextualising the foreign language: an investigation of the extent of teachers' sociocultural background knowledge. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 496–512.04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: Lorenza.Mondada@univ-lyon2.fr). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: j.mori@wisc.edu). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: h.j.nesi@warwick.ac.uk). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.04–462Pani, Susmita (Teaching Institute Orissa at Bhubaneswar, India). Reading strategy instruction through mental modeling. ELT Journal (Oxford, UK), 58, 4 (2004), 355–362.04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: jsr@psu.edu). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.04–469Wang, Xinchun (California State U., USA: Email: xinw@csufresno.edu) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.

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Abstract Background Disparities in COVID-19 testing—the pandemic’s most critical but limited resource—may be an important but modifiable driver of COVID-19 inequities. Methods We analyzed data from the Missouri State Department Health and Senior Services on all COVID-19 tests conducted in the St. Louis and Kansas City regions. We adapted a well-established tool for measuring inequity—the Lorenz curve—to compare COVID-19 testing rates per diagnosed case among Black and White populations. Results Between 3/14/2020 and 9/15/2020, 606,725 and 328,204 COVID-19 tests were conducted in the St. Louis and Kansas City regions, respectively. Over time, Black individuals consistently had approximately half the rate of testing per case compared to White individuals. In the early period (3/14/2020 to 6/15/2020), zip codes in the lowest quartile of testing rates accounted for only 12.1% and 8.8% of all tests in the St. Louis and Kansas City regions, respectively, even though they accounted for 25% of all cases each region. These zip codes had higher proportions of residents who were Black, without insurance, and with lower median incomes. These disparities were reduced but still persisted during later phases of the pandemic (6/16/2020 to 9/15/2020). Lastly, even within the same zip code, Black residents had lower rates of tests per case compared to White residents. Conclusions Black populations had consistently lower COVID-19 testing rates per diagnosed case compared to White populations in two Missouri regions. Public health strategies should proactively focus on addressing equity gaps in COVID-19 testing to improve equity of the overall response.

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ObjectiveTo develop a syndrome definition and analyze syndromic surveillance data usefulness in surveillance of firework-related emergency department visits in Kansas. Introduction Across the U.S.A., multiple people seek treatment for fireworks-related injuries around the July 4th holiday. Syndromic surveillance in Kansas allows for near real-time analysis of the injuries occurring during the firework selling season. During the 2017 July 4thholiday, the Kansas Syndromic Surveillance Program (KSSP) production data feed received data from 88 EDs at excellent quality and timeliness. Previous and current firework safety messaging in Kansas is dependent on voluntary reporting from hospitals across the state. With widespread coverage of EDs by KSSP, data can be more complete and timely to better drive analysis and public information Methods:KSSP data was queried through the Electronic Surveillance System for the Early Notification of Community-based Epidemics (ESSENCE) v.1.20 provided by the National Syndromic Surveillance Program. Data between June 12, 2017 and August 13, 2017 were queried. The first query (Query A, Table 1.) searched the Discharge Diagnosis History field for the “W39” ICD-10 Diagnosis code, “Discharge of firework.” These records were searched for common firework terms contained in the Chief Complaint History field. These firework-related free text terms (Query B, Table 1.) were then combined with other potential firework-related terms to create a preliminary free text query (Query C, Table 1.). This preliminary query was run on the Chief Complaint History field. Data were then searched for false positive cases and appropriate negation terms were included to accommodate this. The new query with negation terms (Query D, Table 1.) was run on the Chief Complaint History field, combined with the results from the Discharge Diagnosis History field, and then combined records were de-duplicated based on a unique visit identifier. The final data set was then classified by the anatomical location of the injury and the gender and age group of the patient. Results:The initial query (Query A, Table 1.) for the diagnosis code “W39” returned 101 unique ED visits. Of these 101 unique ED visits, the following terms were identified in the Chief Complaint History field: shell, artillery, bomb, sparkler, grenade, fire cracker, firework, and firework show. These key terms were translated into Query B, Table 1. Other key terms deemed likely to capture specific firework-related exposures were then included into Query C, Table 1. , including roman, candle, lighter, M80, and punk. Query C was then used to query the Chief Complaint History field, returning 144 unique ED visits. Cases captured by Query C were then reviewed by hand for false positives and the negation terms, lighter fluid, fish, nut, and pistachio, were incorporated the Query D, Table 1. The previous process for Query C was then repeated on Query D, leaving a remaining 136 unique cases. Query A’s 101 unique ED visits was then combined with the 136 unique ED visits captured by Query D and de-duplicated. The de-duplicated data set contained 170 unique ED visits which were then reviewed by hand for false positives. The final removal of false positives from the combined and de-duplicated data set left a remaining 154 unique ED visits for firework-related injuries during this time period.For these data, the most common victims of firework injuries were males, accounting for 65.5% of all firework related ED visits and children ages 0 to 19 accounting for 44.2% of these visits. At every age breakout, male injuries exceeded female injuries. The most common anatomical location of the injury was one or both hands with 38.3% of all injuries mentioned hands as their primary injury. Injuries to the eyes, face, and head accounted for the second most injuries (28.6% of all patients). Conclusions: The selling of fireworks will be a yearly occurrence of a specific exposure that can potentially lead to injuries. Utilizing syndromic surveillance to review the holiday firework injuries is a very rapid method to assess the impact of these injuries and may allow for future direction of public information during the holiday. Having a syndrome definition that builds on knowledge from previous years will allow for quicker case identification as well.State public information regarding firework safety can be significantly bolstered by accurate and rapid data assessment. Developing a firework injury syndrome definition that is accurate and returns information rapidly has allowed for increased buy-in to the Kansas Syndromic Surveillance Program from public information offices, fire marshal’s offices, and other program fields.

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Background: Viral gastroenteritis is still a major public health challenge in the Sub-Sahara Africa, with Rotavirus and Adenovirus as the leading causes of acute gastroenteritis among children. Aim: The aim of this study was to investigate the prevalence of Rotavirus and Adenovirus co-infection and associated risk factors among apparently healthy school aged children with history of diarrhea in Ilishan-Remo community of Ogun State, Nigeria. Study Design: This is a descriptive-epidemiological survey. Place and Duration of Study: Department of Medical Laboratory Science, Babco*ck University, Ilishan-Remo, Ogun State, Nigeria, between March and May, 2019. Methodology: A total of 60 children (24 males and 36 females) were recruited and their stool samples were examined using the SD Bioline Rota/Adeno virus antigen rapid test kits (Standard Diagnostics, INC., South-Korea) according to the manufacturer’s instruction. The demographic and clinical information of the participants were collected using structured questionnaires. Results: Three, 3 (5.0%) out of the 60 participants screened, were mono-infected with Rotavirus, 2 (3.3%) were mono-infected with Adenovirus, while only 1 (1.7%) of them was co-infected with both Rotavirus and Adenovirus. There were no significant differences (P>0.05) in the prevalence of mono/co-infection with Rotavirus and Adenovirus among the study participants on the basis of age and gender. Lack of knowledge of Rotavirus and Adenovirus, history of diarrhea, eating of raw unwashed fruits and vegetables, poor hand hygiene after playing with toys and peers, and lack of regular medical check-up are some of the risk factors identified in this study. Conclusion: The outcome of this study shows that mono/co-infection with Rotavirus and Adenovirus exist among apparently healthy school aged children with history of diarrhea in Ilishan-Remo community of Ogun State, Nigeria with a prevalence rate of 5.0%, 3.3% and 1.7%, respectively. Appropriate public health measures must therefore be taken to halt the cycle of infection in the community to forestall possible outbreak in the future.

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After December 6, 1917, the government of the United States led by President Woodrow Wilson decided not to recognize the new government of Russia, which was led by the Bolshevik Party. Some of the reasons for this lack of recognition came from the Bolshevik government’srefusal to honor prior debits owed by the Tsarist government and the seizure of American property. The next three presidents would continue this policy.1 For the next sixteen years, many Americans visited and wrote about the Soviet Union. Amongst those visitors was a delegation of twenty-five who visited the Soviet Union in the summer of 1928. Their stated purpose was to,“study methods of public instruction in Soviet Russia this summer.” 2 The most influential amongst the twenty-five was John Dewey, a professor of philosophy at Colombia University and one of the leading educational reformers in the United States. In the time during and after this trip Dewey wrote a series of articles for the “New Republic” and later collected these articles andplaced them in his book, Impressions of the Revolutionary World.3 This book also dealt with his travels to China in 1920, Turkey in 1924, and Mexico in 1926. This book does not tell the full story of the trip. By analyzing his letters that he sent during this time, one can recreate a partial itinerary of his daily activities and those that he met with. Those letters also reveal that this trip influenced not only the twenty-five educators from the United States but also had an impact on Soviet educators because they had the ability to finally meet the man that they had studied for so long. The United States Department of State was also interested in this trip and used it to learn more about the Soviet Union. The Department of State was also dealing with anticommunism at this time and this caused Dewey’s trip to be closely monitored. The New York Times and other newspapers reported on this trip and the aftermath of this trip can be seen through these reports. This trip impacted not only those within the Soviet Union but also the State Departments and the American public’s view of the Soviet Union.

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ABSTRACT Introduction Obstetric fistulae are a leading scourge for women in developing countries resulting, in severe individual suffering and devastating socio-economic repercussions for her family and community. The underlying causes of obstetric fistula stem from multiple factors to include poor nutrition, early marriage, insufficient education and inferior social status of women as well as substandard medical care. The US Agency for International Development (USAID) has invested more than $100 million globally since 2004 to address these factors as well as support women suffering with fistulae. The ultimate goal is to eradicate obstetric fistula in Bangladesh in the next 20 years. Despite these efforts, nearly 20,000 women in Bangladesh, still suffer with this malady. Methods To close this gap, USAID and the Department of Defense (DOD) developed a novel Interagency Agreement (IAA) leveraging the surgical skills of military health professionals to scale-up the ongoing fistula care program. The agreement outlined three lines of effort: (1) treat existing fistulae by bolstering surgical capacity of the existing USAID fistula care program; (2) promote fistula mitigation with lectures and hands-on teaching of obstetric care as well as safe gynecologic surgery; and (3) assist with advocacy at higher levels of the Bangladesh government. A Bangladesh Fistula Mission Partnership working group was formed to design and implement this IAA. Critical partners from the US Embassy in Dhaka included USAID (Health, Legal, Contracting), the DOD (Office of Defense Cooperation), and Department of State (Regional Security Officer). Partners from the US Army included United States Army-Pacific Command (Surgeon, Legal, Finance, Security Cooperation, Contracting), Regional Health Command-Pacific (Operations, Legal, Public Affairs), and Tripler Army Medical Center (Department of OBGYN, Operations, Public Affairs). Institutional Review Board approval was not required as the treatments offered were standard of care. Results The Tripler Army Medical Center (TAMC) health professionals executed the IAA with one pre-deployment site survey and two surgical missions in 2016–2017. The military team supported the surgical repair of 40 pelvic fistulae and perineal tears and provided operative management for an additional 25 patients with pelvic organ prolapse. Furthermore, the team conducted 19 professional lectures and multiple educational forums at hospitals in Kumudini, Khulna and the premier medical university in Dhaka for over 800 attendees including physicians, nurses and students to help prevent obstetric and surgical fistulae. Importantly, the team assisted USAID as subject matter experts in its advocacy to the Bangladesh Ministry of Health for improved maternity care and regulatory oversight. During the missions, the team enhanced their readiness by exercising individual and collective tasks while exposing personnel to the cultural context of the region. Conclusion This IAA was the first USAID funded and DoD-executed health mission in the US Indo-Pacific Command Area of Responsibility. Direct participation in the IAA enabled TAMC to support the US Indo-Pacific Command Theater Campaign Plan, the Department of Defense Instruction 2000.30 on Global Health Engagements, the USAID Country Development Cooperation Strategy, and the US Ambassadors Integrated Country Strategy Objectives in Bangladesh. This effort can serve as a model for future cooperation between USAID and the DoD.

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Image 1: A Little Free Library. Image credit: Nadine Kozak.IntroductionLittle Free Libraries give people a reason to stop and exchange things they love: books. It seemed like a really good way to build a sense of community.Dannette Lank, Little Free Library steward, Whitefish Bay, Wisconsin, 2013 (Rumage)Against a backdrop of stagnant literacy rates and enduring perceptions of urban decay and the decline of communities in cities (NCES, “Average Literacy”; NCES, “Average Prose”; Putnam 25; Skogan 8), legions of Little Free Libraries (LFLs) have sprung up across the United States between 2009 and the present. LFLs are small, often homemade structures housing books and other physical media for passersby to choose a book to take or leave a book to share with others. People have installed the structures in front of homes, schools, libraries, churches, fire and police stations, community gardens, and in public parks. There are currently 50,000 LFLs around the world, most of which are in the continental United States (Aldrich, “Big”). LFLs encompass building in multiple senses of the term; LFLs are literally tiny buildings to house books and people use the structures for building neighbourhood social capital. The organisation behind the movement cites “building community” as one of its three core missions (Little Free Library). Rowan Moore, theorising humans’ reasons for building, argues desire and emotion are central (16). The LFL movement provides evidence for this claim: stewards erect LFLs based on hope for increased literacy and a desire to build community through their altruistic actions. This article investigates how LFLs build urban community and explores barriers to the endeavour, specifically municipal building and right of way ordinances used in attempts to eradicate the structures. It also examines local responses to these municipal actions and potential challenges to traditional public libraries brought about by LFLs, primarily the decrease of visits to public libraries and the use of LFLs to argue for defunding of publicly provided library services. The work argues that LFLs build community in some places but may threaten other community services. This article employs qualitative content analysis of 261 stewards’ comments about their registered LFLs on the organisation’s website drawn from the two largest cities in a Midwestern state and an interview with an LFL steward in a village in the same state to analyse how LFLs build community. The two cities, located in the state where the LFL movement began, provide a cross section of innovators, early adopters, and late adopters of the book exchanges, determined by their registered charter numbers. Press coverage and municipal documents from six cities across the US gathered through a snowball sample provide data about municipal challenges to LFLs. Blog posts penned by practising librarians furnish some opinions about the movement. This research, while not a representative sample, identifies common themes and issues around LFLs and provides a basis for future research.The act of building and curating an LFL is a representation of shared beliefs about literacy, community, and altruism. Establishing an LFL is an act of civic participation. As Nico Carpentier notes, while some civic participation is macro, carried out at the level of the nation, other participation is micro, conducted in “the spheres of school, family, workplace, church, and community” (17). Ruth H. Landman investigates voluntary activities in the city, including community gardening, and community bakeries, and argues that the people associated with these projects find themselves in a “denser web of relations” than previously (2). Gretchen M. Herrmann argues that neighbourhood garage sales, although fleeting events, build an enduring sense of community amongst participants (189). Ray Oldenburg contends that people create associational webs in what he calls “great good places”; third spaces separate from home and work (20-21). Little Free Libraries and Community BuildingEmotion plays a central role in the decision to become an LFL steward, the person who establishes and maintains the LFL. People recount their desire to build a sense of community and share their love of reading with neighbours (Charter 4684; Charter 8212; Charter 9437; Charter 9705; Charter 16561). One steward in the study reported, “I love books and I want to be able to help foster that love in our neighbourhood as well” (Charter 4369). Image 2: A Little Free Library, bench, water fountain, and dog’s water bowl for passersby to enjoy. Image credit: Nadine Kozak.Relationships and emotional ties are central to some people’s decisions to have an LFL. The LFL website catalogues many instances of memorial LFLs, tributes to librarians, teachers, and avid readers. Indeed, the first Little Free Library, built by Todd Bol in 2009, was a tribute to his late mother, a teacher who loved reading (“Our History”). In the two city study area, ten LFLs are memorials, allowing bereaved families to pass on a loved one’s penchant for sharing books and reading (Charter 1235; Charter 1309; Charter 4604; Charter 6219; Charter 6542; Charter 6954; Charter 10326; Charter 16734; Charter 24481; Charter 30369). In some cases, urban neighbours come together to build, erect, and stock LFLs. One steward wrote: “Those of us who live in this friendly neighborhood collaborated to design[,] build and paint a bungalow themed library” to match the houses in the neighbourhood (Charter 2532). Another noted: “Our neighbor across the street is a skilled woodworker, and offered to build the library for us if we would install it in our yard and maintain it. What a deal!” (Charter 18677). Community organisations also install and maintain LFLs, including 21 in the study population (e.g. Charter 31822; Charter 27155).Stewards report increased communication with neighbours due to their LFLs. A steward noted: “We celebrated the library’s launch on a Saturday morning with neighbors of all ages. We love sitting on our front porch and catching up with the people who stop to check out the books” (Charter 9673). Another exclaimed:within 24 hours, before I had time to paint it, my Little Free Library took on a life of its own. All of a sudden there were lots of books in it and people stopping by. I wondered where these books came from as I had not put any in there. Little kids in the neighborhood are all excited about it and I have met neighbors that I had never seen before. This is going to be fun! (Charter 15981)LFLs build community through social interaction and collaboration. This occurs when neighbours come together to build, install, and fill the structures. The structures also open avenues for conversation between neighbours who had no connection previously. Like Herrmann’s neighbourhood garage sales, LFLs create and maintain social ties between neighbours and link them by the books they share. Additionally, when neighbours gather and communicate at the LFL structure, they create a transitory third space for “informal public life”, where people can casually interact at a nearby location (Oldenburg 14, 288).Building Barriers, Creating CommunityThe erection of an LFL in an urban neighbourhood is not, however, always a welcome sight. The news analysis found that LFLs most often come to the attention of municipal authorities via citizen complaints, which lead to investigations and enforcement of ordinances. In Kansas, a neighbour called an LFL an “eyesore” and an “illegal detached structure” (Tapper). In Wisconsin, well-meaning future stewards contacted their village authorities to ask about rules, inadvertently setting off a six-month ban on LFLs (Stingl; Rumage). Resulting from complaints and inquiries, municipalities regulated, and in one case banned, LFLs, thus building barriers to citizens’ desires to foster community and share books with neighbours.Municipal governments use two major areas of established code to remove or prohibit LFLs: ordinances banning unapproved structures in residents’ yards and those concerned with obstructions to right of ways when stewards locate the LFLs between the public sidewalk and street.In the first instance, municipal ordinances prohibit either front yard or detached structures. Controversies over these ordinances and LFLs erupted in Whitefish Bay, Wisconsin, in 2012; Leawood, Kansas, in 2014; Shreveport, Louisiana, in 2015; and Dallas, Texas, in 2015. The Village of Whitefish Bay banned LFLs due to an ordinance prohibiting “front yard structures,” including mailboxes (Sanburn; Stingl). In Leawood, the city council argued that an LFL, owned by a nine-year-old boy, violated an ordinance that forbade the construction of any detached structures without city council permission. In Shreveport, the stewards of an LFL received a cease and desist letter from city council for having an “accessory structure” in the front yard (LaCasse; Burris) and Dallas officials knocked on a steward’s front door, informing her of a similar breach (Kellogg).In the second instance, some urban municipalities argued that LFLs are obstructions that block right of ways. In Lincoln, Nebraska, the public works director noted that the city “uses the area between the sidewalk and the street for snow storage in the winter, light poles, mailboxes, things like that.” The director continued: “And I imagine these little libraries are meant to congregate people like a water cooler, but we don’t want people hanging around near the road by the curb” (Heady). Both Lincoln in 2014 and Los Angeles (LA), California, in 2015, cited LFLs for obstructions. In Lincoln, the city notified the Southminster United Methodist Church that their LFL, located between the public sidewalk and street, violated a municipal ordinance (Sanburn). In LA, the Bureau of Street Services notified actor Peter Cook that his LFL, situated in the right of way, was an “obstruction” that Cook had to remove or the city would levy a fine (Moss). The city agreed at a hearing to consider a “revocable permit” for Cook’s LFL, but later denied its issuance (Condes).Stewards who found themselves in violation of municipal ordinances were able to harness emotion and build outrage over limits to individuals’ ability to erect LFLs. In Kansas, the stewards created a Facebook page, Spencer’s Little Free Library, which received over 31,000 likes and messages of support. One comment left on the page reads: “The public outcry will force those lame city officials to change their minds about it. Leave it to the stupid government to rain on everybody’s parade” (“Good”). Children’s author Daniel Handler sent a letter to the nine-year-old steward, writing as Lemony Snicket, “fighting against librarians is immoral and useless in the face of brave and noble readers such as yourself” (Spencer’s). Indeed, the young steward gave a successful speech to city hall arguing that the body should allow the structures because “‘lots of people in the neighborhood used the library and the books were always changing. I think it’s good for Leawood’” (Bauman). Other local LFL supporters also attended council and spoke in favour of the structures (Harper). In LA, Cook’s neighbours started a petition that gathered over 100 signatures, where people left comments including, “No to bullies!” (Lopez). Additionally, neighbours gathered to discuss the issue (Dana). In Shreveport, neighbours left stacks of books in their front yards, without a structure housing them due to the code banning accessory structures. One noted, “I’m basically telling the [Metropolitan Planning Commission] to go sod off” (Friedersdorf; Moss). LFL proponents reacted with frustration and anger at the perceived over-reach of the government toward harmless LFLs. In addition to the actions of neighbours and supporters, the national and local press commented on the municipal constraints. The LFL movement has benefitted from a significant amount of positive press in its formative years, a press willing to publicise and criticise municipal actions to thwart LFL development. Stewards’ struggles against municipal bureaucracies building barriers to LFLs makes prime fodder for the news media. Herbert J. Gans argues an enduring value in American news is “the preservation of the freedom of the individual against the encroachments of nation and society” (50). The juxtaposition of well-meaning LFL stewards against municipal councils and committees provided a compelling opportunity to illustrate this value.National media outlets, including Time (Sanburn), Christian Science Monitor (LaCasse), and The Atlantic, drew attention to the issue. Writing in The Atlantic, Conor Friedersdorf critically noted:I wish I was writing this to merely extol this trend [of community building via LFLs]. Alas, a subset of Americans are determined to regulate every last aspect of community life. Due to selection bias, they are overrepresented among local politicians and bureaucrats. And so they have power, despite their small-mindedness, inflexibility, and lack of common sense so extreme that they’ve taken to cracking down on Little Free Libraries, of all things. (Friedersdorf, n.p.)Other columnists mirrored this sentiment. Writing in the LA Times, one commentator sarcastically wrote that city officials were “cracking down on one of the country’s biggest problems: small community libraries where residents share books” (Schaub). Journalists argued this was government overreach on non-issues rather than tackling larger community problems, such as income inequality, homelessness, and aging infrastructure (Solomon; Schaub). The protests and negative press coverage led to, in the case of the municipalities with front yard and detached structure ordinances, détente between stewards and councils as the latter passed amendments permitting and regulating LFLs. Whitefish Bay, Leawood, and Shreveport amended ordinances to allow for LFLs, but also to regulate them (Everson; Topil; Siegel). Ordinances about LFLs restricted their number on city blocks, placement on private property, size and height, as well as required registration with the municipality in some cases. Lincoln officials allowed the church to relocate the LFL from the right of way to church property and waived the $500 fine for the obstruction violation (Sanburn). In addition to the amendments, the protests also led to civic participation and community building including presentations to city council, a petition, and symbolic acts of defiance. Through this protest, neighbours create communities—networks of people working toward a common goal. This aspect of community building around LFLs was unintentional but it brought people together nevertheless.Building a Challenge to Traditional Libraries?LFL marketing and communication staff member Margaret Aldrich suggests in The Little Free Library Book that LFLs are successful because they are “gratifyingly doable” projects that can be accomplished by an individual (16). It is this ease of building, erecting, and maintaining LFLs that builds concern as their proliferation could challenge aspects of library service, such as public funding and patron visits. Some professional librarians are in favour of the LFLs and are stewards themselves (Charter 121; Charter 2608; Charter 9702; Charter 41074; Rumage). Others envision great opportunities for collaboration between traditional libraries and LFLs, including the library publicising LFLs and encouraging their construction as well as using LFLs to serve areas without, or far from, a public library (Svehla; Shumaker). While lauding efforts to build community, some professional librarians question the nomenclature used by the movement. They argue the phrase Little Free Libraries is inaccurate as libraries are much more than random collections of books. Instead, critics contend, the LFL structures are closer to book swaps and exchanges than actual libraries, which offer a range of services such as Internet access, digital materials, community meeting spaces, and workshops and programming on a variety of topics (American Library Association; Annoyed Librarian). One university reference and instruction librarian worries about “the general public’s perception and lumping together of little free libraries and actual ‘real’ public libraries” (Hardenbrook). By way of illustration, he imagines someone asking, “‘why do we need our tax money to go to something that can be done for FREE?’” (Hardenbrook). Librarians holding this perspective fear the movement might add to a trend of neoliberalism, limiting or ending public funding for libraries, as politicians believe that the localised, individual solutions can replace publicly funded library services. This is a trend toward what James Ferguson calls “responsibilized” citizens, those “deployed to produce governmentalized results that do not depend on direct state intervention” (172). In other countries, this shift has already begun. In the United Kingdom (UK), governments are devolving formerly public services onto community groups and volunteers. Lindsay Findlay-King, Geoff Nichols, Deborah Forbes, and Gordon Macfadyen trace the impacts of the 2012 Localism Act in the UK, which caused “sport and library asset transfers” (12) to community and volunteer groups who were then responsible for service provision and, potentially, facility maintenance as well. Rather than being in charge of a “doable” LFL, community groups and volunteers become the operators of much larger facilities. Recent efforts in the US to privatise library services as governments attempt to cut budgets and streamline services (Streitfeld) ground this fear. Image 3: “Take a Book, Share a Book,” a Little Free Library motto. Image credit: Nadine Kozak. LFLs might have real consequences for public libraries. Another potential unintended consequence of the LFLs is decreasing visits to public libraries, which could provide officials seeking to defund them with evidence that they are no longer relevant or necessary. One LFL steward and avid reader remarked that she had not used her local public library since 2014 because “I was using the Little Free Libraries” (Steward). Academics and librarians must conduct more research to determine what impact, if any, LFLs are having on visits to traditional public libraries. ConclusionLittle Free Libraries across the United States, and increasingly in other countries, have generated discussion, promoted collaboration between neighbours, and led to sharing. In other words, they have built communities. This was the intended consequence of the LFL movement. There, however, has also been unplanned community building in response to municipal threats to the structures due to right of way, safety, and planning ordinances. The more threatening concern is not the municipal ordinances used to block LFL development, but rather the trend of privatisation of publicly provided services. While people are celebrating the community built by the LFLs, caution must be exercised lest central institutions of the public and community, traditional public libraries, be lost. Academics and communities ought to consider not just impact on their local community at the street level, but also wider structural concerns so that communities can foster many “great good places”—the Little Free Libraries and traditional public libraries as well.ReferencesAldrich, Margaret. “Big Milestone for Little Free Library: 50,000 Libraries Worldwide.” Little Free Library. 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Minneapolis, MN: Coffee House Press, 2015.Annoyed Librarian. “How to Protect Little Free Libraries.” Library Journal Blog 9 Jul. 2015. 26 Mar. 2017 <http://lj.libraryjournal.com/blogs/annoyedlibrarian/2015/07/09/how-to-protect-little-free-libraries/>.American Library Association. “Public Library Use.” State of America’s Libraries: A Report from the American Library Association (2015). 25 Feb. 2017 <http://www.ala.org/tools/libfactsheets/alalibraryfactsheet06>.Bauman, Caroline. “‘Little Free Libraries’ Legal in Leawood Thanks to 9-year-old Spencer Collins.” The Kansas City Star 7 Jul. 2014. 25 Feb. 2017 <http://www.kansascity.com/news/politics-government/article687562.html>.Burris, Alexandria. “First Amendment Issues Surface in Little Free Library Case.” Shreveport Times 5 Feb. 2015. 25 Feb. 2017 <http://www.shreveporttimes.com/story/news/local/2015/02/05/expert-use-zoning-law-clashes-first-amendment/22922371/>.Carpentier, Nico. Media and Participation: A Site of Ideological-Democratic Struggle. 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Deciding What’s News: A Study of CBS Evening News, NBC Nightly News, Newsweek, and Time. Evanston, IL: Northwestern University Press, 2004.“Good Luck Spencer.” Spencer’s Little Free Library Facebook Page 25 Jun. 2014. 26 Mar. 2017 <https://www.facebook.com/Spencerslittlefreelibrary/photos/pcb.527531327376433/527531260709773/?type=3>.Hardenbrook, Joe. “A Little Rant on Little Free Libraries (AKA Probably an Unpopular Post).” Mr. Library Dude (9 Apr. 2014). 25 Feb. 2017 <https://mrlibrarydude.wordpress.com/2014/04/09/a-little-rant-on-little-free-libraries-aka-probably-an-unpopular-post/>.Harper, Deb. “Minutes.” The Leawood City Council 7 Jul. 2014. <http://www.leawood.org/pdf/cc/min/07-07-14.pdf>. Heady, Chris. “City Wants Church to Move Little Library.” Lincoln Journal Star 9 Jul. 2014. 25 Feb. 2017 <http://journalstar.com/news/local/city-wants-church-to-move-little-library/article_7753901a-42cd-5b52-9674-fc54a4d51f47.html>. Herrmann, Gretchen M. “Garage Sales Make Good Neighbors: Building Community through Neighborhood Sales.” Human Organization 62.2 (2006): 181-191.Kellogg, Carolyn. “Officials Threaten to Destroy a Little Free Library in Texas.” Los Angeles Times (1 Oct. 2015). 25 Feb. 2017 <http://www.latimes.com/books/jacketcopy/la-et-jc-little-free-library-texas-20150930-story.html>.LaCasse, Alexander. “Why Are Some Cities Cracking Down on Little Free Libraries.” Christian Science Monitor (5 Feb. 2015). 25 Feb. 2017 <http://www.csmonitor.com/Books/chapter-and-verse/2015/0205/Why-are-some-cities-cracking-down-on-little-free-libraries>.Landman, Ruth H. Creating the Community in the City: Cooperatives and Community Gardens in Washington, DC Westport, CT: Bergin & Garvey, 1993. Little Free Library. Little Free Library Organization (2017). 25 Feb. 2017 <https://littlefreelibrary.org/>.Lopez, Steve. “Actor’s Curbside Libraries Is a Smash—for Most People.” LA Times 3 Feb. 2015. 25 Feb. 2017 <http://www.latimes.com/local/california/la-me-0204-lopez-library-20150204-column.html>.Moore, Rowan. Why We Build: Power and Desire in Architecture. New York: Harper Design, 2013.Moss, Laura. “City Zoning Laws Target Little Free Libraries.” Mother Nature Network 25 Aug. 2015. 25 Feb. 2017 <http://www.mnn.com/lifestyle/arts-culture/stories/city-zoning-laws-target-little-free-libraries>.National Center for Education Statistics (NCES). Average Literacy and Numeracy Scale Scores of 25- to 65-Year Olds, by Sex, Age Group, Highest Level of Educational Attainment, and Country of Other Education System: 2012, table 604.10. 25 Feb. 2017 <https://nces.ed.gov/programs/digest/d15/tables/dt15_604.10.asp?current=yes>.National Center for Education Statistics (NCES). Average Prose, Document, and Quantitative Literacy Scores of Adults: 1992 and 2003. National Assessment of Adult Literacy. 25 Feb. 2017 <https://nces.ed.gov/naal/kf_demographics.asp>.Oldenburg, Ray. The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons, and Other Hangouts at the Heart of a Community. New York: Marlowe & Company, 1999.“Our History.” Little Free Library. Little Free Library Organization (2017). 25 Feb. 2017 <https://littlefreelibrary.org/ourhistory/>.Putnam, Robert D. Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster, 2001.Rumage, Jeff. “Little Free Libraries Now Allowed in Whitefish Bay.” Whitefish Bay Patch (8 May 2013). 25 Feb. 2017 <http://patch.com/wisconsin/whitefishbay/little-free-libraries-now-allowed-in-whitefish-bay>.Sanburn, Josh. “What Do Kansas and Nebraska Have against Small Libraries?” Time 10 Jul. 2014. 25 Feb. 2017 <http://time.com/2970649/tiny-libraries-violating-city-ordinances/>.Schaub, Michael. “Little Free Libraries on the Wrong Side of the Law.” LA Times 4 Feb. 2015. 25 Feb. 2017 <http://www.latimes.com/books/jacketcopy/la-et-jc-little-free-libraries-on-the-wrong-side-of-the-law-20150204-story.html>.Shumaker, David. “Public Libraries, Little Free Libraries, and Embedded Librarians.” The Embedded Librarian (28 April 2014) 26 Mar. 2017 <https://embeddedlibrarian.com/2014/04/28/public-libraries-little-free-libraries-and-embedded-librarians/>.Siegel, Julie. “An Ordinance to Amend Section 16.13 of the Municipal Code with Regard to Exempt Certain Little Free Libraries from Front Yard Setback Requirements.” Village of Whitefish Bay, Wisconsin (5 Aug. 2013).Skogan, Wesley G. Police and Community in Chicago: A Tale of Three Cities. New York: Oxford University Press, 2006.Solomon, Dan. “Dallas Is Regulating ‘Little Free Libraries’ for Some Reason.” Texas Monthly (14 Sept. 2016). 25 Feb. 2017 <http://www.texasmonthly.com/the-daily-post/dallas-regulating-little-free-libraries-reason/>.“Spencer’s Little Free Library.” Facebook 15 Jul. 2014. 25 Feb. 2017 <https://www.facebook.com/Spencerslittlefreelibrary/photos/pcb.527531327376433/527531260709773/?type=3>.Steward, M. Personal Interview. 7 Feb. 2017.Stingl, Jim. “Village Slaps Endnote on Little Libraries.” Milwaukee Journal Sentinel 11 Nov. 2012: 1B, 7B.Streitfeld, David. “Anger as a Private Company Takes over Libraries.” The New York Times (26 Sept. 2010). 25 Feb. 2017 <http://www.nytimes.com/2010/09/27/business/27libraries.html>.Svehla, Louise. “Little Free Libraries—The Possibilities Are Endless.” Public Libraries Online (8 Mar. 2013). 25 Feb. 2017 <http://publiclibrariesonline.org/2013/03/little-free-libraries-the-possibilities-are-endless/>.Tapper, Jake. “Boy Fights Council to Save His Library.” CNN 4 Jul. 2014. 25 Feb. 2017 <http://thelead.blogs.cnn.com/2014/07/04/boy-fights-to-save-his-library/>.Topil, Greg. “Little Free Libraries in Lincoln.” City of Lincoln, Nebraska (n.d.). 25 Feb. 2017 <http://lincoln.ne.gov/City/pworks/engine/row/little-library.htm>.

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Introduction Presidents “define who Americans are—often by declaring who they aren’t”, and “by their very utterances […] have shaped our sense of who we are as Americans” (Stuckey, front cover). This advocacy of some groups and policies to the exclusion of others has been facilitated in the United States’ political culture by the country music industry. Indeed, President Richard Nixon said of country music that it “radiates a love of this nation—a patriotism,” adding that it “makes America a better country” (Bufwack and Oermann 328). Country music’s ardent support of American military conflict, including Vietnam, has led to its long-term support of Republican candidates. There has been a general lack of scholarly interest, however, in how country music has promoted Republican definitions of what it means to be an American. Accordingly, we have two primary objectives. First, we will demonstrate that Republicans, aided by country music, have used the theme of defence of “country,” especially post-9/11, to attempt to intimidate detractors. Secondly, Republicans have questioned the love of “country,” or “patriotism,” of their electoral opponents just as country musicians have attempted to silence their own critics. This research is timely in that little has been done to merge Presidential advocacy and country music; furthermore, with the election of a new President mere days away, it is important to highlight the tendencies toward intolerance that both conservatism and country music have historically shared. Defence of ‘Country’ After the 9/11 attacks, President George W. Bush addressed the nation before a Joint Session of Congress on 20 September 2001. During this speech, the president threatened the international community and raised the spectre of fear in Americans both while drawing distinctions between the United States and its enemies. This message was reflected and reinforced by several patriotic anthems composed by country artists, thus enhancing its effect. In his remarks before Congress, Bush challenged the international community: “Either you are with us, or you are with the terrorists;” thus “advocating some groups to the exclusion of others” on the international stage (20 September 2001). With these words, the President expanded the definition of the United States’ enemies to include not only those responsible for the 9/11 attacks, but also anyone who refused to support him. Republican Senator John McCain’s hawkishness regarding the attacks mirrored the President’s. “There is a system out there or network, and that network is going to have to be attacked,” McCain said the next morning on ABC (American Broadcasting Company) News. Within a month he made clear his priority: “Very obviously Iraq is the first country,” he declared on CNN. Later he yelled to a crowd of sailors and airmen: “Next up, Baghdad!” (http://www.iht.com/articles/2008/08/17/america/mccain.php). Bush’s address also encouraged Americans at home to “be calm and resolute, even in the face of a continuing threat” (20 September 2001). The subtle “us vs. them” tension here is between citizens and those who would threaten them. Bush added that “freedom and fear” had always “been at war” and “God is not neutral between them” (20 September 2001) suggesting a dualism between God and Satan with God clearly supporting the cause of the United States. Craig Allen Smith’s research refers to this as Bush’s “angel/devil jeremiad.” The President’s emphasis on fear, specifically the fear that the American way of life was being assailed, translated into public policy including the creation of the Department of Homeland Security and the Patriot Act. This strategic nomenclature strengthened the power of the federal government and has been used by Republicans to suggest that if a candidate or citizen is not a terrorist then what does he/she have to fear from the government? The impact of Bush’s rhetoric of fear has of late been evaluated by scholars who have termed it “melodrama” in international affairs (Anker; Sampert and Treiberg). To disseminate his message for Americans to support his defence of “country,” Bush needed look no further than country music. David Firestein, a State Department diplomat and published authority on country music, asserted that the Bush team “recognised the power of country music as a political communication device” (86). The administration’s appeal to country music is linked to what Firestein called the “honky-tonk gap” which delineates red states and blue states. In an analysis of census data, Radio-Locator’s comprehensive listing by state of country music radio stations, and the official 2004 election results, he concluded that If you were to overlay a map of the current country music fan base onto the iconic red-and-blue map of the United States, you would find that its contours coincide virtually identically with those of the red state region. (84) And country musicians were indeed powerful in communicating the Republican message after 9/11. Several country musicians tapped into Bush’s defence of country rhetoric with a spate of songs including Alan Jackson’s Where Were You? (When the World Stopped Turning), Toby Keith’s Courtesy of the Red, White, and Blue (the Angry American), and Darryl Worley’s Have You Forgotten? to name a few. Note how well the music parallels Bush’s attempt to define Americans. For instance, one of the lines from Keith’s Courtesy of the Red, White, and Blue (the Angry American) speaks of those who have given their lives so that other Americans may rest peacefully. This sentiment is reiterated by the theme of Worley’s Have You Forgotten? in which he talks of spending time with soldiers who have no doubts about why they are at war. Both songs implicitly indict the listener for betraying United States soldiers if his/her support for the Iraqi war wanes or, put in Bush terms, the listener would become a supporter of “terrorism.” Country music’s appeal to middle-America’s red state conservatism has made the genre a natural vehicle for supporting the defence of country. Indeed, country songs have been written about every war in United States history; most expressing support for the conflict and the troops as opposed to protesting the United States’ action: “Since the Civil War and Reconstruction, ‘Dixie’ has always been the bellwether of patriotic fervour in time of war and even as the situation in Vietnam reached its lowest point and support for the war began to fade, the South and its distinctive music remained solidly supportive” (Andresen 105). Historically, country music has a long tradition of attempting to “define who Americans were by defining who they weren’t” (Stuckey). As Bufwack and Oermann note within country music “images of a reactionary South were not hard to find.” They add “Dixie fertilized ‘three r’s’ – the right, racism, and religion” (328). Country musicians supported the United States’ failed intervention in Vietnam with such songs as It’s for God and Country and You Mom (That’s Why I’m Fighting In Vietnam), and even justified the American massacre of noncombatants at My Lai in the Battle Hymn of Lt. Calley (328). Thus, a right-wing response to the current military involvement in Iraq was not unexpected from the industry and the honky-tonk state listeners. During the current election, Republican presidential nominee McCain has also received a boost from the country music genre as John Rich, of Big and Rich, wrote Raising McCain, a musical tribute to McCain’s military service used as his campaign theme song. The song, debuted at a campaign rally on 1 August 2008, in Florida, mentions McCain’s ‘Prisoner of War’ status to keep the focus on the war and challenge those who would question it. Scholars have researched the demographics of the country music listener as they have evaluated the massification theory: the notion that the availability of a widespread media culture would break down social and cultural barriers and result in a “hom*ogenised” society as opposed to the results of government-controlled media in non-democratic countries (Peterson and DiMaggio). They have determined that the massification theory has only been partially demonstrated in that regional and class barriers have eroded to some extent but country music listeners are still predominately white and older (Peterson and DiMaggio 504). These individuals do tend to be more conservative within the United States’ political culture, and militarism has a long history within both country music and conservatism. If the bad news of the massification theory is that a mass media market may not perpetuate a hom*ogenous society, there is good news. The more onerous fears that the government will work in tandem with the media to control the people in a democracy seem not to have been borne out over time. Although President Bush’s fear tactics were met with obsequious silence initially, resistance to the unquestioning support of the war has steadily grown. In 2003, a worldwide rally opposed the invasion of Iraq because it was a sovereign state and because the Bush doctrine lacked United Nations’ support. Further opposition in the United States included rallies and concerts as well as the powerful display in major cities across the nation of pairs of combat boots representing fallen soldiers (Olson). Bush’s popularity has dropped precipitously, with his disapproval ratings higher than any President in history at 71% (Steinhauser). While the current economic woes have certainly been a factor, the campaigns of Barack Obama and John McCain can also be viewed as a referendum on the Bush war. The American resistance to the Bush rhetoric and the Iraq war is all the more significant in light of research indicating that citizens incorrectly believe that the opposition to the Vietnam War was typified by protests against the troops rather than the war itself (Beamish). This false notion has empowered the Republicans and country musicians to challenge the patriotism of anyone who would subsequently oppose the military involvement of the United States, and it is to this topic of patriotism that we now turn. Patriotism Patriotism can be an effective way for presidential candidates to connect with voters (Sullivan et al). It has been a particularly salient issue since the 9/11 attacks and the wars in Iraq and Afghanistan. Ironically, George W. Bush, a man whose limited military service had been the subject of debate in 2000, was able to employ the persistent patriotic themes of country music to his electoral advantage. In fact, Firestein argued that country music radio had a greater effect on the 2004 election than any ads run by issue groups because it “inculcated and reinforced conservative values in the red state electorate, helped frame the issues of the day on terms favourable to the conservative position on those issues, and primed red state voters to respond positively to President Bush’s basic campaign message of family, country, and God” (Firestein 83). Bush even employed Only in America, a patriotic anthem performed by Brooks and Dunn, as a campaign theme song, because the war and patriotism played such a prominent role in the election. That the Bush re-election campaign successfully cast doubt on the patriotism of three-time Purple Heart winner, Democratic Senator John Kerry, during the campaign is evidence of Firestein’s assertion. The criticism was based on a book: Unfit for Command: Swift Boat Veterans Speak Out Against John Kerry (O’Neill and Corsi). The book was followed by advertisem*nts funded by Swift Boat Veterans for Truth which included unsubstantiated claims that Kerry lied or exaggerated his combat role in Vietnam in order to obtain two of his Purple Hearts and his Bronze Star; the testimony of Kerry’s crewmen and Navy records notwithstanding, these ads were effective in smearing Kerry’s service record and providing the President with an electoral advantage. As far as country music was concerned, the 2004 election played out against the backdrop of the battle between the patriotic Toby Keith and the anti-American Dixie Chicks. The Dixie Chicks were berated after lead singer Natalie Maines’s anti-Bush comments during a concert in London. The trio’s song about an American soldier killed in action, Travelin’ Soldier, quickly fell from the top spot of the country music charts. Moreover, while male singers such as Keith, Darryl Worley, and Alan Jackson received accolades for their post 9/11 artistic efforts, the Dixie Chicks endured a vitriolic reaction from country music fans as their CDs were burned, country radio refused to play their music, their names were added to an internet list of traitors, their concerts were protested by Bush supporters, and their lives were even threatened (http://www.poppolitics.com/archives/2003/04/Bandwagon). Speaking from experience at the 2008 Democratic National Convention, Kerry addressed the issue of patriotism stating: This election is a chance for America to tell the merchants of fear and division: you don’t decide who loves this country; you don’t decide who is a patriot; you don’t decide whose service counts and whose doesn’t. […] After all, patriotism is not love of power or some cheap trick to win votes; patriotism is love of country. (http://www.clipsandcomment.com/2008/08/27/full-text-john-kerry-speech-democratic-national-convention/) Kerry broached the issue because of the constant attacks on the patriotism of Democratic nominee, Senator Barack Obama. At the most basic level, many of the attacks questioned whether Obama was even an American. Internet rumours persisted that Obama was a Muslim who was not even an American citizen. The attacks intensified when the Obamas’ pastor, Reverend Jeremiah Wright, came under fire for comments made during a sermon in which he stated “God damn America.” As a result, Obama was forced to distance himself from his pastor and his church. Obama was also criticised for not wearing a United States flag lapel pin. When Michelle Obama stated for the “first time [she was] proud of her country” for its willingness to embrace change in February of 2008, Cindy McCain responded that she “had always been proud of her country” with the implication being, of course, a lack of patriotism on the part of Michelle Obama. Even the 13 July 2008 cover of the liberal New Yorker portrayed the couple as flag-burning Muslim terrorists. During the 2008 election campaign, McCain has attempted to appeal to patriotism in a number of ways. First, McCain’s POW experience in Vietnam has been front and centre as he touts his experience in foreign policy. Second, the slogan of the campaign is “Country First” implying that the Obama campaign does not put the United States first. Third, McCain’s running mate, Alaska Governor Sarah Palin, insisted in a speech on 4 October 2008, that Barack Obama has been “palling around with terrorists who would target their own country.” Her reference was to Obama’s acquaintance, Bill Ayers, who was involved in a series of Vietnam era bombings; the implication, however, was that Obama has terrorist ties and is unpatriotic. Palin stood behind her comments even though several major news organisations had concluded that the relationship was not significant as Ayers’ terrorist activities occurred when Obama was eight-years-old. This recent example is illustrative of Republican attempts to question the patriotism of Democrats for their electoral advantage. Country music has again sided with the Republicans particularly with Raising McCain. However, the Democrats may have realised the potential of the genre as Obama chose Only in America as the song played after his acceptance speech at the Democratic Convention. He has also attempted to reach rural voters by starting his post-convention campaign in Bristol, Virginia, a small, conservative town. Conclusion Thus, in the wake of 9/11, Republicans seized the opportunity to control the culture through fear and patriotic fervour. They were facilitated in this endeavor by the country music industry with songs that that would questions the motives, defence of “country,” and patriotism, of anyone who would question the Bush administration. This alliance between country music and the right is an historically strong one, and we recommend more research on this vital topic. While this election may indeed be a referendum on the war, it has been influenced by an economic downturn as well. Ultimately, Democrats will have to convince rural voters that they share their values; they don’t have the same edge as Republicans without the reliance of country music. However, the dynamic of country music has changed to somewhat reflect the war fatigue since the 2004 campaign. The Angry American, Toby Keith, has admitted that he is actually a Democrat, and country music listeners have grown tired of the “barrage of pro-troop sentiment,” especially since the summer of 2005 (Willman 115). As Joe Galante, the chief of the RCA family of labels in Nashville, stated, “It’s the relatability. Kerry never really spent time listening to some of those people” (Willman 201). Bill Clinton, a Southern governor, certainly had relatability, carrying the normally red states and overcoming the honky-tonk gap, and Obama has seen the benefit of country music by playing it as the grand finale of the Democratic Convention. Nevertheless, we recommend more research on the “melodrama” theory of the Presidency as the dynamics of the relationship between the Presidency and the country music genre are currently evolving. References Andreson, Lee. Battle Notes: Music of the Vietnam War. 2nd ed. Superior, WI: Savage Press, 2003. Anker, Elisabeth. “Villains, Victims and Heroes: Melodrama, Media and September 11th.” Journal of Communication. 55.1 (2005): 22-37. Baker, Peter and David Brown. “Bush Tries to Tone Down High-Pitched Debate on Iraq.” Monday, 21November 2005, Page A04. washingtonpost.com Beamish, Thomas D., Harvey Molotch, and Richard Flacks. “Who Supports the Troops? Vietnam, the Gulf War, and the Making of Collective Memory.” Social Problems. 42.3 (1995): 344-60. Brooks and Dunn. Only in America. Arista Records, 2003. Bufwack, Mary A. and Robert K. Oermann. Finding Her Voice The Saga of Women in Country Music. New York: Crown Publishers, 1993. Dixie Chicks. “Travelin Soldier.” Home. Columbia. 27 August 2002. Firestein, David J. “The Honky-Tonk Gap.” Vital Speeches of the Day. 72.3 (2006): 83-88. Jackson, Alan. Where Were You? (When the World Stopped Turning) Very Best of Alan Jackson. Nashville: Arista, 2004. Keith, Toby. Courtesy of the Red, White and Blue (The Angry American). Nashville: Dreamworks. November 9, 2004. Olson, Scott. “Chicago remembers war dead with 500 pairs of empty boots.” 22 January 2004. http://www.usatoday.com/news/nation/2004-01-22-chicago-boots_x.htm O’Neill, John E. and Jerome L. Corsi. “Unfit for Command Swift Boat Veterans Speak Out Against John Kerry.” Washington D.C.: Regnery Publishing, 2004. Peterson, Richard A. and Peter Di Maggio. “From Region to Class, the Changing Locus of Country Music. A Test of the Massification Hypothesis.” Social Forces. 53.3 (1975): 497-506. Rich, John. Raising McCain. Production information unavailable. Sampert, Shannon, and Natasja Treiberg. “The Reification of the ?American Soldier?: Popular Culture, American Foreign Policy, and Country Music.” Paper presented at the International Studies Association 48th Annual Convention, Chicago, Illinois, United States, 28 February 2007. Smith, Craig Allen. “President Bush’s Enthymeme of Evil: The Amalgamation of 9/11, Iraq, and Moral Values.” American Behavioral Scientist. 49 (2005): 32-47. Steinhauser, Paul. “Poll: More disapprove of Bush that any other president.” Politics Cnn.politics.com. 1 May 2008. Stuckey, Mary E. Defining Americans: The Presidency and National Identity. Lawrence: UP of Kansas, 2004. Sullivan, John L., Amy Fried, Mary G. Dietz. 1992. “Patriotism, Politics, and the Presidential Election of 1988.” American Journal of Political Science. 36.1 (1992): 200-234. Willman, Chris. Rednecks and Bluenecks: The Politics of Country Music. New York: The New Press, 2005. Worley, Darryl. Have You Forgotten? Nashville: Dreamworks, 2003.

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In this article I discuss a story told by the South Australian Ngarrindjeri Aboriginal elder, Aunty Hilda Wilson (nee Varcoe), about the time when, at not quite sixteen, she was sent from the Point Pearce Aboriginal Station to work in the Adelaide Hills, some 500 kilometres away, as a housekeeper for “one of Adelaide’s leading doctors”. Her secondment was part of a widespread practice in early and mid-twentieth century Australia of placing young Aboriginal women “of marriageable age” from missions and government reserves into domestic service. Consciously deploying Indigenous storytelling practices as pedagogy, Hilda Wilson recounted this episode in a number of distinct ways during the late 1990s and early 2000s. Across these iterations, each building on the other, she exhibited a personal resilience in her subjectivity, embedded in Indigenous knowledge systems of relationality, kin and work, which informed her agency and determination in a challenging situation in which she was both caring for a white socially-privileged family of five, while simultaneously grappling with the injustices of a state system of segregated indentured labour. Kirmayer and colleagues propose that “notions of resilience emerging from developmental psychology and psychiatry in recent years address the distinctive cultures, geographic and social settings, and histories of adversity of indigenous peoples”. Resilience is understood here as an ability to actively engage with traumatic change, involving the capacity to absorb stress and to transform in order to cope with it (Luthar et al.). Further to this, in an Indigenous context, Marion Kickett has found the capacity for resilience to be supported by three key factors: family connections, culture and belonging as well as notions of identity and history. In exploring the layers of this autobiographical story, I employ this extended psychological notion of resilience in both a domestic ambit as well as the broader social context for Indigenous people surviving a system of external domination. Additionally I consider the resilience Aunty Hilda demonstrates at a pivotal interlude between girlhood and womanhood within the trajectory of her overall long and productive life, and within an intergenerational history of resistance and accommodation. What is especially important about her storytelling is its refusal to be contained by the imaginary of the settler nation and its generic Aboriginal-female subject. She refuses victimhood while at the same time illuminating the mechanisms of injustice, hinting also at possibilities for alternative and more equitable relationships of family and work across cultural divides. Considered through this prism, resilience is, I suggest, also a quality firmly connected to ideas of Aboriginal cultural-sovereignty and standpoint and to, what Victoria Grieves has identified as, the Aboriginal knowledge value of sharing (25, 28, 45). Storytelling as Pedagogy The story I discuss was verbally recounted in a manner that Westphalen describes as “a continuation of Dreaming Stories”, functioning to educate and connect people and country (13-14). As MacGill et al. note, “the critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller.” Hilda told me that as a child she was taught not to ask questions when listening to the stories of an Elder, and her own children were raised in this manner. Hilda's oldest daughter described this as a process involving patience, intrigue and surprise (Elva Wanganeen). Narratives unfold through nuance and repetition in a complexity of layers that can generate multiple levels of meaning over time. Circularity and recursivity underlie this pedagogy through which mnemonic devices are built so that stories become re-membered and inscribed on the body of the listener. When a perceived level of knowledge-transference has occurred, a narrator may elect to elaborate further, adding another detail that will often transform the story’s social, cultural, moral or political context. Such carefully chosen additional detail, however, might re-contextualise all that has gone before. As well as being embodied, stories are also emplaced, and thus most appropriately told in the Country where events occurred. (Here I use the Aboriginal English term “Country” which encompasses home, clan estate, and the powerful complex of spiritual, animate and inanimate forces that bind people and place.) Hilda Wilson’s following account of her first job as a housekeeper for “one of Adelaide’s leading doctors”, Dr Frank Swann, provides an illustration of how she expertly uses traditional narrative forms of incrementally structured knowledge transmission within a cross-cultural setting to tell a story that expresses practices of resilience as resistance and transformation at its core. A “White Doctor” Story: The First Layer Aunty Hilda first told me this story when we were winding along the South Eastern Freeway through the Adelaide hills between Murray Bridge and Mount Barker, in 1997, on our way home to Adelaide from a trip to Camp Coorong, the Ngarrindjeri cultural education centre co-founded by her granddaughter. She was then 86 years old. Ahead of us, the profile of Mt Lofty rose out of the plains and into view. The highest peak in the Mount Lofty ranges, Yurrebilla, as it is known to Kaurna Aboriginal people, or Mt Lofty, has been an affluent enclave of white settlement for Adelaide’s moneyed elite since early colonial times. Being in place, or in view of place, provided the appropriate opportunity for her to tell me the story. It belongs to a group of stories that during our initial period of working together changed little over time until one day two years later she an added contextual detail which turned it inside out. Hilda described the doctor’s spacious hill-top residence, and her responsibilities of caring for Dr Swann’s invalid wife (“an hysteric who couldn't do anything for herself”), their twin teenage boys (who attended private college in the city) along with another son and younger daughter living at home (pers. com. Hilda Wilson). Recalling the exhilaration of looking down over the sparkling lights of Adelaide at night from this position of apparent “privilege” on the summit, she related this undeniably as a success story, justifiably taking great pride in her achievements as a teenager, capable of stepping into the place of the non-Indigenous doctor's wife in running the large and demanding household. Successfully undertaking a wide range of duties employed in the care of a family, including the disabled mother, she is an active participant crucial to the lives of all in the household, including to the work of the doctor and the twin boys in private education. Hilda recalled that Mrs Swann was unable to eat without her assistance. As the oldest daughter of a large family Hilda had previously assisted in caring for her younger siblings. Told in this way, her account collapses social distinctions, delineating a shared social and physical space, drawing its analytic frame from an Indigenous ethos of subjectivity, relationality, reciprocity and care. Moreover Hilda’s narrative of domestic service demonstrates an assertion of agency that resists colonial and patriarchal hegemony and inverts the master/mistress-servant relationship, one she firmly eschews in favour of the self-affirming role of the lady of the house. (It stands in contrast to the abuse found in other accounts for example Read, Tucker, Kartinyeri. Often the key difference was a continuity of family connections and ongoing family support.) Indeed the home transformed into a largely feminised and cross-culturalised space in which she had considerable agency and responsibility when the doctor was absent. Hilda told me this story several times in much the same way during our frequent encounters over the next two years. Each telling revealed further details that fleshed a perspective gained from what Patricia Hill Collins terms an “epistemic privilege” via her “outsider-within status” of working within a white household, lending an understanding of its social mechanisms (12-15). She also stressed the extent of her duty of care in upholding the family’s well-being, despite the work at times being too burdensome. The Second Version: Coming to Terms with Intersecting Oppressions Later, as our relationship developed and deepened, when I began to record her life-narrative as part of my doctoral work, she added an unexpected detail that altered its context completely: It was all right except I slept outside in a tin shed and it was very cold at night. Mount Lofty, by far the coldest part of Adelaide, frequently experiences winter maximum temperatures of two or three degrees and often light snowfalls. This skilful reframing draws on Indigenous storytelling pedagogy and is expressly used to invite reflexivity, opening questions that move the listener from the personal to the public realm in which domestic service and the hegemony of the home are pivotal in coming to terms with the overlapping historical oppressions of class, gender, race and nation. Suddenly we witness her subjectivity starkly shift from one self-defined and allied with an equal power relationship – or even of dependency reversal cast as “de-facto doctor's wife” – to one diminished by inequity and power imbalance in the outsider-defined role of “mistreated servant”. The latter was signalled by the dramatic addition of a single signifying detail as a decoding device to a deeper layer of meaning. In this parallel stratum of the story, Hilda purposefully brings into relief the politics in which “the private domain of women's housework intersected with the public domain of governmental social engineering policies” (Haskins 4). As Aileen Moreton-Robinson points out, what for White Australia was cheap labour and a civilising mission, for Indigenous women constituted stolen children and slavery. Protection and then assimilation were government policies under which Indigenous women grew up. (96) Hilda was sent away from her family to work in 1927 by the universally-feared Sister Pearl McKenzie, a nurse who too-zealously (Katinyeri, Ngarrindjeri Calling, 23) oversaw the Chief Protector’s policies of “training” Aboriginal children from the South Australian missions in white homes once they reached fourteen (Haebich, 316—20). Indeed many prominent Adelaide hills’ families benefited from Aboriginal labour under this arrangement. Hilda explained her struggle with the immense cultural dislocation that removal into domestic service entailed, a removal her grandfather William Rankine had travelled from Raukkan to Government House to protest against less than a decade earlier (The Register December 21, 1923). This additional layer of story also illuminates Hilda’s capacity for resilience and persistence in finding a way forward through the challenge of her circ*mstances (Luthar et al.), drawing on her family networks and sense of personhood (Kickett). Hilda related that her father visited her at Mount Lofty twice, though briefly, on his way to shearing jobs in the south-east of the state. “He said it was no good me living like this,” she stated. Through his active intervention, reinforcement was requested and another teenager from Point Pearce, Hilda’s future husband’s cousin, Annie Sansbury, soon arrived to share the workload. But, Hilda explained, the onerous expectations coupled with the cultural segregation of retiring to the tin shed quickly became too much for Annie, who stayed only three months, leaving Hilda coping again alone, until her father applied additional pressure for a more suitable placement to be found for his daughter. In her next position, working for the family of a racehorse trainer, Hilda contentedly shared the bedroom with the small boy for whom she cared, and not long after returned to Point Pearce where she married Robert Wilson and began a family of her own. Gendered Resilience across Cultural Divides Hilda explicitly speaks into these spaces to educate me, because all but a few white women involved have remained silent about their complicity with state sanctioned practices which exploited Indigenous labour and removed children from their families through the policies of protection and assimilation. For Indigenous women, speaking out was often fraught with the danger of a deeper removal from family and Country, even of disappearance. Victoria Haskins writes extensively of two cases in New South Wales where young Aboriginal women whose protests concerning their brutal treatment at the hands of white employers, resulted in their wrongful and prolonged committal to mental health and other institutions (147-52, 228-39). In the indentured service of Indigenous women it is possible to see oppression operating through Eurocentric ideologies of race, class and gender, in which Indigenous women were assumed to take on, through displacement, the more oppressed role of white women in pre-second world war non-Aboriginal Australian society. The troubling silent shadow-figure of the “doctor’s wife” indeed provides a haunting symbol of - and also a forceful rebellion against – the docile upper middle-class white femininity of the inter-war era. Susan Bordo has argued that that “the hysteric” is archetypal of a discourse of ‘pathology as embodied protest’ in which the body may […] be viewed as a surface on which conventional constructions of femininity are exposed starkly to view in extreme or hyperliteral form. (20) Mrs Swann’s vulnerability contrasts markedly with the strength Hilda expresses in coping with a large family, emanating from a history of equitable gender relations characteristic of Ngarrindjeri society (Bell). The intersection of race and gender, as Marcia Langton contends “continues to require deconstruction to allow us to decolonise our consciousness” (54). From Hilda’s brief description one grasps a relationship resonant with that between the protagonists in Tracy Moffat's Night Cries, (a response to the overt maternalism in the film Jedda) in which the white mother finds herself utterly reliant on her “adopted” Aboriginal daughter at the end of her life (46-7). Resilience and Survival The different versions of story Hilda deploys, provide a pedagogical basis to understanding the broader socio-political framework of her overall life narrative in which an ability to draw on the cultural continuity of the past to transform the future forms an underlying dynamic. This demonstrated capacity to meet the challenging conditions thrown up by the settler-colonial state has its foundations in the connectivity and cultural strength sustained generationally in her family. Resilience moves from being individually to socially determined, as in Kickett’s model. During the onslaught of dispossession, following South Australia’s 1836 colonial invasion, Ngarrindjeri were left near-starving and decimated from introduced diseases. Pullume (c1808-1888), the rupuli (elected leader of the Ngarrindjeri Tendi, or parliament), Hilda’s third generation great-grandfather, decisively steered his people through the traumatic changes, eventually negotiating a middle-path after the Point McLeay Mission was established on Ngarrindjeri country in 1859 (Jenkin, 59). Pullume’s granddaughter, the accomplished, independent-thinking Ellen Sumner (1842—1925), played an influential educative role during Hilda’s youth. Like other Ngarrindjeri women in her lineage, Ellen Sumner was skilled in putari practice (female doctor) and midwifery culture that extended to a duty of care concerning women and children (teaching her “what to do and what not to do”), which I suggest is something Hilda herself drew from when working with the Swann family. Hilda’s mother and aunties continued aspects of the putari tradition, attending births and giving instruction to women in the community (Bell, 171, Hughes Grandmother, 52-4). As mentioned earlier, when the South Australian government moved to introduce The Training of Children Act (SA) Hilda’s maternal grandfather William Rankine campaigned vigorously against this, taking a petition to the SA Governor in December 1923 (Haebich, 315-19). As with Aunty Hilda, William Rankine used storytelling as a method to draw public attention to the inequities of his times in an interview with The Register which drew on his life-narrative (Hughes, My Grandmother, 61). Hilda’s father Wilfred Varcoe, a Barngarrla-Wirrungu man, almost a thousand kilometres away from his Poonindie birthplace, resisted assimilation by actively pursuing traditional knowledge networks using his mobility as a highly sought after shearer to link up with related Elders in the shearing camps, (and as we saw to inspect the conditions his daughter was working under at Mt Lofty). The period Hilda spent as a servant to white families to be trained in white ways was in fact only a brief interlude in a long life in which family connections, culture and belonging (Kickett) served as the backbone of her resilience and resistance. On returning to the Point Pearce Mission, Hilda successfully raised a large family and activated a range of community initiatives that fostered well-being. In the 1960s she moved to Adelaide, initially as the sole provider of her family (her husband later followed), to give her younger children better educational opportunities. Working with Aunty Gladys Elphick OBE through the Council of Aboriginal Women, she played a foundational role in assisting other Aboriginal women establish their families in the city (Mattingly et al., 154, Fisher). In Adelaide, Aunty Hilda became an influential, much loved Elder, living in good health to the age of ninety-six years. The ability to survive changing circ*mstances, to extend care over and over to her children and Elders along with qualities of leadership, determination, agency and resilience have passed down through her family, several of whom have become successful in public life. These include her great-grandson and former AFL football player, Michael O’Loughlin, her great-nephew Adam Goodes and her-grand-daughter, the cultural weaver Aunty Ellen Trevorrow. Arguably, resilience contributes to physical as well as cultural longevity, through caring for the self and others. Conclusion This story demonstrates how sociocultural dimensions of resilience are contextualised in practices of everyday lives. We see this in the way that Aunty Hilda Wilson’s self-narrated story resolutely defies attempts to know, subjugate and categorise, operating instead in accord with distinctively Aboriginal expressions of gender and kinship relations that constitute an Aboriginal sovereignty. Her storytelling activates a revision of collective history in ways that valorise Indigenous identity (Kirmayer et al.). Her narrative of agency and personal achievement, one that has sustained her through life, interacts with the larger narrative of state-endorsed exploitation, diffusing its power and exposing it to wider moral scrutiny. Resilience in this context is inextricably entwined with practices of cultural survival and resistance developed in response to the introduction of government policies and the encroachment of settlers and their world. We see resilience too operating across Hilda Wilson’s family history, and throughout her long life. The agency and strategies displayed suggest alternative realities and imagine other, usually more equitable, possible worlds. References Bell, Diane. Ngarrindjeri Wurruwarrin: A World That Is, Was and Will Be. Melbourne: Spinifex, 1998. Bordo, Susan. “The Body and the Reproduction of Femininity.” Writing on the Body: Female Embodiment and Feminist Theory. Eds. Katie Conboy, Nadia Medina, and Sarah Stanbury. New York: Columbia UP, 1997. 90-110. Collins, Patricia Hill. Black Feminist Thought. New York: Routledge, 2000. Fisher, Elizabeth M. "Elphick, Gladys (1904–1988)." Australian Dictionary of Biography. National Centre of Biography, Australian National University, 29 Sep. 2013. ‹http://adb.anu.edu.au/biography/elphick-gladys-12460/text22411>. Grieves, Victoria. Aboriginal Spirituality: Aboriginal Philosophy, The Basis of Aboriginal Social and Emotional Wellbeing, Melbourne University: Cooperative Research Centre for Aboriginal Health, 2009. Haebich, Anna. Broken Circles: The Fragmenting of Indigenous Families. Fremantle: Fremantle Arts Press, 2000. Haskins, Victoria. My One Bright Spot. London: Palgrave, 2005. Hughes, Karen. "My Grandmother on the Other Side of the Lake." PhD thesis, Department of Australian Studies and Department of History, Flinders University. Adelaide, 2009. ———. “Microhistories and Things That Matter.” Australian Feminist Studies 27.73 (2012): 269-278. ———. “I’d Grown Up as a Child amongst Natives.” Outskirts: Feminisms along the Edge 28 (2013). 29 Sep. 2013 ‹http://www.outskirts.arts.uwa.edu.au/volumes/volume-28/karen-hughes>. Jenkin, Graham. Conquest of the Ngarrindjeri. Adelaide: Rigby, 1979. Kartinyeri, Doris. Kick the Tin. Melbourne: Spinifex, 2000. Kartinyeri, Doreen. My Ngarrindjeri Calling, Adelaide: Wakefield, 2007. Kickett, Marion. “Examination of How a Culturally Appropriate Definition of Resilience Affects the Physical and Mental Health of Aboriginal People.” PhD thesis, Curtin University, 2012. Kirmayer, L.J., S. Dandeneau, E. Marshall, M.K. Phillips, K. Jenssen Williamson. “Rethinking Resilience from Indigenous Perspectives.” Canadian Journal of Psychiatry 56.2 (2011): 84-91. Luthar, S., D. Cicchetti, and B. Becker. “The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work.” Child Development 71.3 (2000): 543-62. MacGill, Bindi, Julie Mathews, Ellen Trevorrow, Alice Abdulla, and Deb Rankine. “Ecology, Ontology, and Pedagogy at Camp Coorong,” M/C Journal 15.3 (2012). Mattingly, Christobel, and Ken Hampton. Survival in Our Own Land, Adelaide: Wakefield, 1988. Moreton-Robinson, Aileen. Talkin’ Up to the White Woman. St Lucia: UQP, 2000. Night Cries, A Rural Tragedy. Dir. Tracy Moffatt. Chili Films, 1990. Read, Peter. A Rape of the Soul So Profound. Crows Nest: Allen & Unwin, 2002. Tucker, Margaret. If Everyone Cared. Sydney: Ure Smith, 1977. Wanganeen, Elva. Personal Communication, 2000. Westphalen, Linda. An Anthropological and Literary Study of Two Aboriginal Women's Life Histories: The Impacts of Enforced Child Removal and Policies of Assimilation. New York: Mellen Press, 2011.

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Introduction The aim of this paper is to examine whether recent catastrophic tsunamis have driven a cultural shift in the awareness of Australians to the danger associated with this natural hazard and whether the media have contributed to the emergence of “tsunami” as a new Australian catastrophe. Prior to the devastating 2004 Indian Ocean Tsunami disaster (2004 IOT), tsunamis as a type of hazard capable of generating widespread catastrophe were not well known by the general public and had barely registered within the wider scientific community. As a university based lecturer who specialises in natural disasters, I always started my public talks or student lectures with an attempt at a detailed description of what a tsunami is. With little high quality visual and media imagery to use, this was not easy. The Australian geologist Ted Bryant was right when he named his 2001 book Tsunami: The Underrated Hazard. That changed on 26 December 2004 when the third largest earthquake ever recorded occurred northwest of Sumatra, Indonesia, triggering the most catastrophic tsunami ever experienced. The 2004 IOT claimed at least 220,000 lives—probably more—injured tens of thousands, destroyed widespread coastal infrastructure and left millions homeless. Beyond the catastrophic impacts, this tsunami was conspicuous because, for the first time, such a devastating tsunami was widely captured on video and other forms of moving and still imagery. This occurred for two reasons. Firstly, the tsunami took place during daylight hours in good weather conditions—factors conducive to capturing high quality visual images. Secondly, many people—both local residents and westerners who were on beachside holidays and at the coast at multiple locations impacted by the tsunami—were able to capture images of the tsunami on their cameras, videos, and smart phones. The extensive media coverage—including horrifying television, video, and still imagery that raced around the globe in the hours and days after the tsunami, filling our television screens, homes, and lives regardless of where we lived—had a dramatic effect. This single event drove a quantum shift in the wider cultural awareness of this type of catastrophe and acted as a catalyst for improved individual and societal understanding of the nature and effects of disaster landscapes. Since this event, there have been several notable tsunamis, including the March 2011 Japan catastrophe. Once again, this event occurred during daylight hours and was widely captured by multiple forms of media. These events have resulted in a cascade of media coverage across television, radio, movie, and documentary channels, in the print media, online, and in the popular press and on social media—very little of which was available prior to 2004. Much of this has been documentary and informative in style, but there have also been numerous television dramas and movies. For example, an episode of the popular American television series CSI Miami entitled Crime Wave (Season 3, Episode 7) featured a tsunami, triggered by a volcanic eruption in the Atlantic and impacting Miami, as the backdrop to a standard crime-filled episode ("CSI," IMDb; Wikipedia). In 2010, Warner Bros Studios released the supernatural drama fantasy film Hereafter directed by Clint Eastwood. In the movie, a television journalist survives a near-death experience during the 2004 IOT in what might be the most dramatic, and probably accurate, cinematic portrayal of a tsunami ("Hereafter," IMDb; Wikipedia). Thus, these creative and entertaining forms of media, influenced by the catastrophic nature of tsunamis, are impetuses for creativity that also contribute to a transformation of cultural knowledge of catastrophe. The transformative potential of creative media, together with national and intergovernmental disaster risk reduction activity such as community education, awareness campaigns, community evacuation planning and drills, may be indirectly inferred from rapid and positive community behavioural responses. By this I mean many people in coastal communities who experience strong earthquakes are starting a process of self-evacuation, even if regional tsunami warning centres have not issued an alert or warning. For example, when people in coastal locations in Samoa felt a large earthquake on 29 September 2009, many self-evacuated to higher ground or sought information and instruction from relevant authorities because they expected a tsunami to occur. When interviewed, survivors stated that the memory of television and media coverage of the 2004 IOT acted as a catalyst for their affirmative behavioural response (Dominey-Howes and Thaman 1). Thus, individual and community cultural understandings of the nature and effects of tsunami catastrophes are incredibly important for shaping resilience and reducing vulnerability. However, this cultural shift is not playing out evenly.Are Australia and Its People at Risk from Tsunamis?Prior to the 2004 IOT, there was little discussion about, research in to, or awareness about tsunamis and Australia. Ted Bryant from the University of Wollongong had controversially proposed that Australia had been affected by tsunamis much bigger than the 2004 IOT six to eight times during the last 10,000 years and that it was only a matter of when, not if, such an event repeated itself (Bryant, "Second Edition"). Whilst his claims had received some media attention, his ideas did not achieve widespread scientific, cultural, or community acceptance. Not-with-standing this, Australia has been affected by more than 60 small tsunamis since European colonisation (Dominey-Howes 239). Indeed, the 2004 IOT and 2006 Java tsunami caused significant flooding of parts of the Northern Territory and Western Australia (Prendergast and Brown 69). However, the affected areas were sparsely populated and experienced very little in the way of damage or loss. Thus they did not cross any sort of critical threshold of “catastrophe” and failed to achieve meaningful community consciousness—they were not agents of cultural transformation.Regardless of the risk faced by Australia’s coastline, Australians travel to, and holiday in, places that experience tsunamis. In fact, 26 Australians were killed during the 2004 IOT (DFAT) and five were killed by the September 2009 South Pacific tsunami (Caldwell et al. 26). What Role Do the Media Play in Preparing for and Responding to Catastrophe?Regardless of the type of hazard/disaster/catastrophe, the key functions the media play include (but are not limited to): pre-event community education, awareness raising, and planning and preparations; during-event preparation and action, including status updates, evacuation warnings and notices, and recommendations for affirmative behaviours; and post-event responses and recovery actions to follow, including where to gain aid and support. Further, the media also play a role in providing a forum for debate and post-event analysis and reflection, as a mechanism to hold decision makers to account. From time to time, the media also provide a platform for examining who, if anyone, might be to blame for losses sustained during catastrophes and can act as a powerful conduit for driving socio-cultural, behavioural, and policy change. Many of these functions are elegantly described and a series of best practices outlined by The Caribbean Disaster Emergency Management Agency in a tsunami specific publication freely available online (CDEMA 1). What Has Been the Media Coverage in Australia about Tsunamis and Their Effects on Australians?A manifest contents analysis of media material covering tsunamis over the last decade using the framework of Cox et al. reveals that coverage falls into distinctive and repetitive forms or themes. After tsunamis, I have collected articles (more than 130 to date) published in key Australian national broadsheets (e.g., The Australian and Sydney Morning Herald) and tabloid (e.g., The Telegraph) newspapers and have watched on television and monitored on social media, such as YouTube and Facebook, the types of coverage given to tsunamis either affecting Australia, or Australians domestically and overseas. In all cases, I continued to monitor and collect these stories and accounts for a fixed period of four weeks after each event, commencing on the day of the tsunami. The themes raised in the coverage include: the nature of the event. For example, where, when, why did it occur, how big was it, and what were the effects; what emergency response and recovery actions are being undertaken by the emergency services and how these are being provided; exploration of how the event was made worse or better by poor/good planning and prior knowledge, action or inaction, confusion and misunderstanding; the attribution of blame and responsibility; the good news story—often the discovery and rescue of an “iconic victim/survivor”—usually a child days to weeks later; and follow-up reporting weeks to months later and on anniversaries. This coverage generally focuses on how things are improving and is often juxtaposed with the ongoing suffering of victims. I select the word “victims” purposefully for the media frequently prefer this over the more affirmative “survivor.”The media seldom carry reports of “behind the scenes” disaster preparatory work such as community education programs, the development and installation of warning and monitoring systems, and ongoing training and policy work by response agencies and governments since such stories tend to be less glamorous in terms of the disaster gore factor and less newsworthy (Cox et al. 469; Miles and Morse 365; Ploughman 308).With regard to Australians specifically, the manifest contents analysis reveals that coverage can be described as follows. First, it focuses on those Australians killed and injured. Such coverage provides elements of a biography of the victims, telling their stories, personalising these individuals so we build empathy for their suffering and the suffering of their families. The Australian victims are not unknown strangers—they are named and pictures of their smiling faces are printed or broadcast. Second, the media describe and catalogue the loss and ongoing suffering of the victims (survivors). Third, the media use phrases to describe Australians such as “innocent victims in the wrong place at the wrong time.” This narrative establishes the sense that these “innocents” have been somehow wronged and transgressed and that suffering should not be experienced by them. The fourth theme addresses the difficulties Australians have in accessing Consular support and in acquiring replacement passports in order to return home. It usually goes on to describe how they have difficulty in gaining access to accommodation, clothing, food, and water and any necessary medicines and the challenges associated with booking travel home and the complexities of communicating with family and friends. The last theme focuses on how Australians were often (usually?) not given relevant safety information by “responsible people” or “those in the know” in the place where they were at the time of the tsunami. This establishes a sense that Australians were left out and not considered by the relevant authorities. This narrative pays little attention to the wide scale impact upon and suffering of resident local populations who lack the capacity to escape the landscape of catastrophe.How Does Australian Media Coverage of (Tsunami) Catastrophe Compare with Elsewhere?A review of the available literature suggests media coverage of catastrophes involving domestic citizens is similar globally. For example, Olofsson (557) in an analysis of newspaper articles in Sweden about the 2004 IOT showed that the tsunami was framed as a Swedish disaster heavily focused on Sweden, Swedish victims, and Thailand, and that there was a division between “us” (Swedes) and “them” (others or non-Swedes). Olofsson (557) described two types of “us” and “them.” At the international level Sweden, i.e. “us,” was glorified and contrasted with “inferior” countries such as Thailand, “them.” Olofsson (557) concluded that mediated frames of catastrophe are influenced by stereotypes and nationalistic values.Such nationalistic approaches preface one type of suffering in catastrophe over others and delegitimises the experiences of some survivors. Thus, catastrophes are not evenly experienced. Importantly, Olofsson although not explicitly using the term, explains that the underlying reason for this construction of “them” and “us” is a form of imperialism and colonialism. Sharp refers to “historically rooted power hierarchies between countries and regions of the world” (304)—this is especially so of western news media reporting on catastrophes within and affecting “other” (non-western) countries. Sharp goes much further in relation to western representations and imaginations of the “war on terror” (arguably a global catastrophe) by explicitly noting the near universal western-centric dominance of this representation and the construction of the “west” as good and all “non-west” as not (299). Like it or not, the western media, including elements of the mainstream Australian media, adhere to this imperialistic representation. Studies of tsunami and other catastrophes drawing upon different types of media (still images, video, film, camera, and social media such as Facebook, Twitter, and the like) and from different national settings have explored the multiple functions of media. These functions include: providing information, questioning the authorities, and offering a chance for transformative learning. Further, they alleviate pain and suffering, providing new virtual communities of shared experience and hearing that facilitate resilience and recovery from catastrophe. Lastly, they contribute to a cultural transformation of catastrophe—both positive and negative (Hjorth and Kyoung-hwa "The Mourning"; "Good Grief"; McCargo and Hyon-Suk 236; Brown and Minty 9; Lau et al. 675; Morgan and de Goyet 33; Piotrowski and Armstrong 341; Sood et al. 27).Has Extensive Media Coverage Resulted in an Improved Awareness of the Catastrophic Potential of Tsunami for Australians?In playing devil’s advocate, my simple response is NO! This because I have been interviewing Australians about their perceptions and knowledge of tsunamis as a catastrophe, after events have occurred. These events have triggered alerts and warnings by the Australian Tsunami Warning System (ATWS) for selected coastal regions of Australia. Consequently, I have visited coastal suburbs and interviewed people about tsunamis generally and those events specifically. Formal interviews (surveys) and informal conversations have revolved around what people perceived about the hazard, the likely consequences, what they knew about the warning, where they got their information from, how they behaved and why, and so forth. I have undertaken this work after the 2007 Solomon Islands, 2009 New Zealand, 2009 South Pacific, the February 2010 Chile, and March 2011 Japan tsunamis. I have now spoken to more than 800 people. Detailed research results will be presented elsewhere, but of relevance here, I have discovered that, to begin with, Australians have a reasonable and shared cultural knowledge of the potential catastrophic effects that tsunamis can have. They use terms such as “devastating; death; damage; loss; frightening; economic impact; societal loss; horrific; overwhelming and catastrophic.” Secondly, when I ask Australians about their sources of information about tsunamis, they describe the television (80%); Internet (85%); radio (25%); newspaper (35%); and social media including YouTube (65%). This tells me that the media are critical to underpinning knowledge of catastrophe and are a powerful transformative medium for the acquisition of knowledge. Thirdly, when asked about where people get information about live warning messages and alerts, Australians stated the “television (95%); Internet (70%); family and friends (65%).” Fourthly and significantly, when individuals were asked what they thought being caught in a tsunami would be like, responses included “fun (50%); awesome (75%); like in a movie (40%).” Fifthly, when people were asked about what they would do (i.e., their “stated behaviour”) during a real tsunami arriving at the coast, responses included “go down to the beach to swim/surf the tsunami (40%); go to the sea to watch (85%); video the tsunami and sell to the news media people (40%).”An independent and powerful representation of the disjunct between Australians’ knowledge of the catastrophic potential of tsunamis and their “negative” behavioral response can be found in viewing live television news coverage broadcast from Sydney beaches on the morning of Sunday 28 February 2010. The Chilean tsunami had taken more than 14 hours to travel from Chile to the eastern seaboard of Australia and the ATWS had issued an accurate warning and had correctly forecast the arrival time of the tsunami (approximately 08.30 am). The television and radio media had dutifully broadcast the warning issued by the State Emergency Services. The message was simple: “Stay out of the water, evacuate the beaches and move to higher ground.” As the tsunami arrived, those news broadcasts showed volunteer State Emergency Service personnel and Surf Life Saving Australia lifeguards “begging” with literally hundreds (probably thousands up and down the eastern seaboard of Australia) of members of the public to stop swimming in the incoming tsunami and to evacuate the beaches. On that occasion, Australians were lucky and the tsunami was inconsequential. What do these responses mean? Clearly Australians recognise and can describe the consequences of a tsunami. However, they are not associating the catastrophic nature of tsunami with their own lives or experience. They are avoiding or disallowing the reality; they normalise and dramaticise the event. Thus in Australia, to date, a cultural transformation about the catastrophic nature of tsunami has not occurred for reasons that are not entirely clear but are the subject of ongoing study.The Emergence of Tsunami as a “New Australian Catastrophe”?As a natural disaster expert with nearly two decades experience, in my mind tsunami has emerged as a “new Australian catastrophe.” I believe this has occurred for a number of reasons. Firstly, the 2004 IOT was devastating and did impact northwestern Australia, raising the flag on this hitherto, unknown threat. Australia is now known to be vulnerable to the tsunami catastrophe. The media have played a critical role here. Secondly, in the 2004 IOT and other tsunamis since, Australians have died and their deaths have been widely reported in the Australian media. Thirdly, the emergence of various forms of social media has facilitated an explosion in information and material that can be consumed, digested, reimagined, and normalised by Australians hungry for the gore of catastrophe—it feeds our desire for catastrophic death and destruction. Fourthly, catastrophe has been creatively imagined and retold for a story-hungry viewing public. Whether through regular television shows easily consumed from a comfy chair at home, or whilst eating popcorn at a cinema, tsunami catastrophe is being fed to us in a way that reaffirms its naturalness. Juxtaposed against this idea though is that, despite all the graphic imagery of tsunami catastrophe, especially images of dead children in other countries, Australian media do not and culturally cannot, display images of dead Australian children. Such images are widely considered too gruesome but are well known to drive changes in cultural behaviour because of the iconic significance of the child within our society. As such, a cultural shift has not yet occurred and so the potential of catastrophe remains waiting to strike. Fifthly and significantly, given the fact that large numbers of Australians have not died during recent tsunamis means that again, the catastrophic potential of tsunamis is not yet realised and has not resulted in cultural changes to more affirmative behaviour. Lastly, Australians are probably more aware of “regular or common” catastrophes such as floods and bush fires that are normal to the Australian climate system and which are endlessly experienced individually and culturally and covered by the media in all forms. The Australian summer of 2012–13 has again been dominated by floods and fires. If this idea is accepted, the media construct a uniquely Australian imaginary of catastrophe and cultural discourse of disaster. The familiarity with these common climate catastrophes makes us “culturally blind” to the catastrophe that is tsunami.The consequences of a major tsunami affecting Australia some point in the future are likely to be of a scale not yet comprehensible. References Australian Broadcasting Corporation (ABC). "ABC Net Splash." 20 Mar. 2013 ‹http://splash.abc.net.au/media?id=31077›. Brown, Philip, and Jessica Minty. “Media Coverage and Charitable Giving after the 2004 Tsunami.” Southern Economic Journal 75 (2008): 9–25. Bryant, Edward. Tsunami: The Underrated Hazard. First Edition, Cambridge: Cambridge UP, 2001. ———. Tsunami: The Underrated Hazard. Second Edition, Sydney: Springer-Praxis, 2008. Caldwell, Anna, Natalie Gregg, Fiona Hudson, Patrick Lion, Janelle Miles, Bart Sinclair, and John Wright. “Samoa Tsunami Claims Five Aussies as Death Toll Rises.” The Courier Mail 1 Oct. 2009. 20 Mar. 2013 ‹http://www.couriermail.com.au/news/samoa-tsunami-claims-five-aussies-as-death-toll-rises/story-e6freon6-1225781357413›. CDEMA. "The Caribbean Disaster Emergency Management Agency. Tsunami SMART Media Web Site." 18 Dec. 2012. 20 Mar. 2013 ‹http://weready.org/tsunami/index.php?Itemid=40&id=40&option=com_content&view=article›. Cox, Robin, Bonita Long, and Megan Jones. “Sequestering of Suffering – Critical Discourse Analysis of Natural Disaster Media Coverage.” Journal of Health Psychology 13 (2008): 469–80. “CSI: Miami (Season 3, Episode 7).” International Movie Database (IMDb). ‹http://www.imdb.com/title/tt0534784/›. 9 Jan. 2013. "CSI: Miami (Season 3)." Wikipedia. ‹http://en.wikipedia.org/wiki/CSI:_Miami_(season_3)#Episodes›. 21 Mar. 2013. DFAT. "Department of Foreign Affairs and Trade Annual Report 2004–2005." 8 Jan. 2013 ‹http://www.dfat.gov.au/dept/annual_reports/04_05/downloads/2_Outcome2.pdf›. Dominey-Howes, Dale. “Geological and Historical Records of Australian Tsunami.” Marine Geology 239 (2007): 99–123. Dominey-Howes, Dale, and Randy Thaman. “UNESCO-IOC International Tsunami Survey Team Samoa Interim Report of Field Survey 14–21 October 2009.” No. 2. Australian Tsunami Research Centre. University of New South Wales, Sydney. "Hereafter." International Movie Database (IMDb). ‹http://www.imdb.com/title/tt1212419/›. 9 Jan. 2013."Hereafter." Wikipedia. ‹http://en.wikipedia.org/wiki/Hereafter (film)›. 21 Mar. 2013. Hjorth, Larissa, and Yonnie Kyoung-hwa. “The Mourning After: A Case Study of Social Media in the 3.11 Earthquake Disaster in Japan.” Television and News Media 12 (2011): 552–59. ———, and Yonnie Kyoung-hwa. “Good Grief: The Role of Mobile Social Media in the 3.11 Earthquake Disaster in Japan.” Digital Creativity 22 (2011): 187–99. Lau, Joseph, Mason Lau, and Jean Kim. “Impacts of Media Coverage on the Community Stress Level in Hong Kong after the Tsunami on 26 December 2004.” Journal of Epidemiology and Community Health 60 (2006): 675–82. McCargo, Duncan, and Lee Hyon-Suk. “Japan’s Political Tsunami: What’s Media Got to Do with It?” International Journal of Press-Politics 15 (2010): 236–45. Miles, Brian, and Stephanie Morse. “The Role of News Media in Natural Disaster Risk and Recovery.” Ecological Economics 63 (2007): 365–73. Morgan, Olive, and Charles de Goyet. “Dispelling Disaster Myths about Dead Bodies and Disease: The Role of Scientific Evidence and the Media.” Revista Panamericana de Salud Publica-Pan American Journal of Public Health 18 (2005): 33–6. Olofsson, Anna. “The Indian Ocean Tsunami in Swedish Newspapers: Nationalism after Catastrophe.” Disaster Prevention and Management 20 (2011): 557–69. Piotrowski, Chris, and Terry Armstrong. “Mass Media Preferences in Disaster: A Study of Hurricane Danny.” Social Behavior and Personality 26 (1998): 341–45. Ploughman, Penelope. “The American Print News Media Construction of Five Natural Disasters.” Disasters 19 (1995): 308–26. Prendergast, Amy, and Nick Brown. “Far Field Impact and Coastal Sedimentation Associated with the 2006 Java Tsunami in West Australia: Post-Tsunami Survey at Steep Point, West Australia.” Natural Hazards 60 (2012): 69–79. Sharp, Joanne. “A Subaltern Critical Geopolitics of The War on Terror: Postcolonial Security in Tanzania.” Geoforum 42 (2011): 297–305. Sood, Rahul, Stockdale, Geoffrey, and Everett Rogers. “How the News Media Operate in Natural Disasters.” Journal of Communication 37 (1987): 27–41.

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Abstract:

Iain Sinclair is a writer who is synonymous with a city. Sinclair’s sustained literary engagement with London from the mid 1960s has produced a singular account of place in that city (Bond; Baker; Seale “Iain Sinclair”). Sinclair is a leading figure in a resurgent and rebranded psychogeographic literature of the 1990s (Coverley) where on-foot wandering through the city brings forth narrative. Sinclair’s wandering, materialised as walking, is central to the claim of intimacy with the city that underpins his authority as a London writer. Furthermore, embodied encounters with the urban landscape through the experience of “getting lost” in urban environments are key to his literary methodology. Through works such as Lights Out for the Territory (2007), Sinclair has been repeatedly cast as a key chronicler of London, a city focused with capitalist determination on the future while redolent, even weighted, with a past that, as Sinclair says himself, is there for the wanderer to uncover (Dirda).In this essay, we examine how Sinclair’s wandering makes place in London. We are interested not only in Sinclair’s wandering as a spatial or cultural “intervention” in the city, as it is frequently positioned in critiques of his writing (Wolfreys). We are also interested in how Sinclair’s literary methodology of wandering undertakes its own work of placemaking in material ways that are often obscured because of how his work is positioned within particular traditions of wandering, including those of psychogeography and the flâneur. It is our contention that Sinclair’s wandering has an ambivalent relationship with place in London. It belongs to the tradition of the wanderer as a radical outsider with an alternative practice and perspective on place, but also contributes to contemporary placemaking in a global, neo-liberal London.Wandering as Literary MethodologyIain Sinclair’s writing about London is considered both “visionary” and “documentary” in its ambitions and has been praised as “giving voice to lost, erased, or forgotten histories or memories” (Baker 63). Sinclair is the “raging prophet” (Kerr) for a transforming and disappearing city. This perspective is promulgated by Sinclair himself, who in interviews refers to his practice as “bearing witness” to the erasures of particular place cultures, communities, and their histories that a rapidly gentrifying city entails (Sinclair quoted in O’Connell). The critical reception of Sinclair’s perambulation mostly follows Michel de Certeau’s observation that walking is a kind of reading/writing practice that “makes the invisible legible” (Baker 28). Sinclair’s wandering, and the encounters it mobilises, are a form of storytelling, which bring into proximity complex and forgotten narratives of place.Sinclair may “dive in” to the city, yet his work writing and rewriting urban space is usually positioned as representational. London is a text, “a system of signs […], the material city becoming the (non-material) map” (Baker 29). Sinclair’s wandering is understood as writing about urban transformation in London, rather than participating in it through making place. The materiality of Sinclair’s wandering in the city—his walking, excavating, encountering—may be acknowledged, but it is effectively dematerialised by the critical focus on his self-conscious literary treatment of place in London. Simon Perril has called Sinclair a “modernist magpie” (312), both because his mode of intertextuality borrows from Modernist experiments in form, style, and allusion, and because the sources of many of his intertexts are Modernist writers. Sinclair mines a rich seam of literature, Modernist and otherwise, that is produced in and about London, as well as genealogies of other legendary London wanderers. The inventory includes: “the rich midden of London’s sub-cultural fiction, terse proletarian narratives of lives on the criminous margin” (Sinclair Lights Out, 312) in the writing of Alexander Baron and Emanuel Litvinoff; the small magazine poetry of the twentieth century British Poetry Revival; and the forgotten suburban writings of David Gascoyne, “a natural psychogeographer, tracking the heat spores of Rimbaud, from the British Museum to Wapping and Limehouse” (Atkins and Sinclair 146). Sinclair’s intertextual “loiterature” (Chambers), his wayward, aleatory wandering through London’s archives, is one of two interconnected types of wandering in Sinclair’s literary methodology. The other is walking through the city. In a 2017 interview, Sinclair argued that the two were necessarily interconnected in writing about place in London:The idea of writing theoretical books about London burgeoned as a genre. At the same time, the coffee table, touristy books about London emerged—the kinds of books that can be written on Google, rather than books that are written by people of the abyss. I’m interested in someone who arrives and takes this journey into the night side of London in the tradition of Mayhew or Dickens, who goes out there and is constantly wandering and finding and having collisions and bringing back stories and shaping a narrative. There are other people who are doing things in a similar way, perhaps with a more journalistic approach, finding people and interviewing them and taking their stories. But many books about London are very conceptual and just done by doing research sitting at a laptop. I don’t think this challenges the city. It’s making a parallel city of the imagination, of literature. (Sinclair quoted in O'Connell)For Sinclair, then, walking is as much a literary methodology as reading, archival research, or intertextuality is.Wandering as Urban InterventionPerhaps one of Sinclair’s most infamous walks is recorded in London Orbital (2003), where he wandered the 127 miles of London’s M25 ring road. London Orbital is Sinclair’s monumental jeremiad against the realpolitik of late twentieth-century neo-liberalism and the politicised spatialisation and striation of London by successive national and local governments. The closed loop of the M25 motorway recommends itself to governmental bodies as a regulated form that functions as “a prophylactic, […] a tourniquet” (1) controlling the flow (with)in and (with)out of London. Travellers’ movements are impeded when the landscape is cut up by the motorway. Walking becomes a marginalised activity it its wake, and the surveillance and distrust to which Sinclair is subject realises the concerns foreshadowed by Walter Benjamin regarding the wanderings of the flâneur. In the Arcades Project, Benjamin quoted a 1936 newspaper article, pessimistically titled “Le dernier flâneur” [The last flâneur]:A man who goes for a walk ought not to have to concern himself with any hazards he may run into, or with the regulations of a city. […] But he cannot do this today without taking a hundred precautions, without asking the advice of the police department, without mixing with a dazed and breathless herd, for whom the way is marked out in advance by bits of shining metal. If he tries to collect the whimsical thoughts that may have come to mind, very possibly occasioned by sights on the street, he is deafened by car horns, [and] stupefied by loud talkers […]. (Jaloux, quoted in Benjamin 435)Susan Buck-Morss remarks that flâneurs are an endangered species in the contemporary city: “like tigers, or pre-industrial tribes, [they] are cordoned off on reservations, preserved within the artificially created environments of pedestrian streets, parks, and underground passages” (344). To wander from these enclosures, or from delineated paths, is to invite suspicion as the following unexceptional anecdote from London Orbital illustrates:NO PUBLIC RITE [sic] OF WAY. Footpaths, breaking towards the forest, have been closed off. You are obliged to stick to the Lee Navigation, the contaminated ash conglomerate of the Grey Way. Enfield has been laid out in grids; long straight roads, railways, fortified blocks. […] In a canalside pub, they deny all knowledge of the old trace. Who walks? “There used to be a road,” they admit. It’s been swallowed up in this new development, Enfield Island Village. […] The hard hat mercenaries of Fairview New Homes […] are suspicious of our cameras. Hands cover faces. Earth-movers rumble straight at us. A call for instruction muttered into their lapels: “Strangers. Travellers.” (69-70)There is an excess to wandering, leading to incontinent ideas, extreme verbiage, compulsive digression, excessive quotation. De Certeau in his study of the correlation between navigating urban and textual space speaks of “the unlimited diversity” of the walk, highlighting its improvised nature, and the infinite possibilities it proposes. Footsteps are equated with thoughts, multiplying unchecked: “They are myriad, but do not compose a series. […] Their swarming mass is an innumerable collection of singularities” (97). Throughout the 1980s and 1990s, the erratic trajectories, digression, and diversion of Sinclair’s wanderings are aligned with a tradition of the flâneur as hom*o ludens (Huizinga) or practitioner of the Situationist derive, as theorised by Guy Debord:The dérive entails playful-constructive behaviour and awareness of psychogeographical effects, which completely distinguishes it from the classical notions of the journey or the stroll. In a dérive one or more persons during a certain period drop their usual motives for movement and action, their relations, their work and leisure activities, and let themselves be drawn by the attractions of the terrain and the encounters they find there. The element of chance is less determinant than one might think: from the dérive point of view, cities have a psychogeographical relief, with constant currents, fixed points and vortexes that strongly discourage entry into or exit from certain zones. (“Theory of the dérive” 50)Like Charles Baudelaire’s painter of modern life, Sinclair is happily susceptible to distraction. The opening essay of Lights Out is a journey through London with the ostensible purpose of diligently researching and reporting on the language he detects on his travels. However, the map for the walk is only ever half-hearted, and Sinclair admits to “hoping for some accident to bring about a final revision” (5). Sinclair’s walks welcome the random and when he finds the detour to disfigure his route, he is content: “Already the purity of the [walk] has been despoiled. Good” (8). Wandering’s Double Agent: Sinclair’s Placemaking in LondonMuch has been made of the flâneur as he appears in Sinclair’s work (Seale “Eye-Swiping”). Nevertheless, Sinclair echoes Walter Benjamin in declaring the flâneur, as previously stereotyped, to be impossible in the contemporary city. The fugeur is one détournement (Debord “Détournement”) of the flâneur that Sinclair proposes. In London Orbital, Sinclair repeatedly refers to his wandering as a fugue. A fugue is defined in the Oxford English Dictionary as a “flight from or loss of the awareness of one’s identity, sometimes involving wandering away from home, and often occurring as a reaction to shock or emotional stress.” As Sinclair explains:I found the term fugueur more attractive than the now overworked flâneur. Fugueur had the smack of a swear word […]. Fugueur was the right job description for our walk, our once-a-month episodes of transient mental illness. Madness as a voyage. […] The fugue is both drift and fracture. (London Orbital, 146)Herbert Marcuse observed that to refuse to comply with capitalist behaviour is to be designated irrational, and thus relegate oneself to the periphery of society (9). The neo-liberal city’s enforcement of particular spatial and temporal modalities that align with the logic of purpose, order, and productivity is antagonistic to wandering. The fugue state, then, can rupture the restrictive logic of capitalism’s signifying chains through regaining forcibly expurgated ideas and memories. The walk around the M25 has an unreason to it: the perversity of wandering a thoroughfare designed for cars. In another, oft-quoted passage from Lights Out, Sinclair proposes another avatar of the flâneur:The concept of “strolling”, aimless urban wandering […] had been superseded. We had moved into the age of the stalker; journeys made with intent—sharp-eyed and unsponsored. The stalker was our role model: purposed hiking, not dawdling, nor browsing. No time for the savouring of reflections in shop windows, admiration for Art Nouveau ironwork, attractive matchboxes rescued from the gutter. This was walking with a thesis. With a prey. […] The stalker is a stroller who sweats, a stroller who knows where he is going, but not why or how. (75)Not only has the flâneur evolved into something far more exacting and purposeful, but as we want to illuminate, the flâneur’s wandering has evolved into something more material than transforming urban experience and encounter into art or literature as Baudelaire described. In a recent interview, Sinclair stated: The walker exists in a long tradition, and, for me, it’s really vital to simply be out there every day—not only because it feels good, but because in doing it you contribute to the microclimate of the city. As you withdraw energy from the city, you are also giving energy back. People are noticing you. You’re doing something, you’re there, the species around you absorb your presence into it, and you become part of this animate entity called the city. (Sinclair quoted in O'Connell)Sinclair’s acknowledgement that he is acting upon the city through his wandering is also an acknowledgement of a material, grounded interplay between what Jonathan Raban has called the “soft” and the “hard” city: “The city as we might imagine it, the soft city of illusion, myth, aspiration, nightmare, is as real, maybe more real, than the hard city one can locate in maps and statistics, in monographs on urban sociology and demography and architecture” (quoted in Manley 6). Readers and critics may gravitate to the soft city of Sinclair, but as Donald puts it, “The challenge is to draw the connections between place, archive, and imagination, not only by tracing those links in literary representations of London, but also by observing and describing the social, cultural, and subjective functions of London literature and London imagery” (in Manley, 262).Sinclair’s most recent longform book, The Last London (2017), is bracketed at both beginning and end with the words from the diarist of the Great Fire of 1666, John Evelyn: “London was, but is no more.” Sinclair’s evocation of the disaster that razed seventeenth-century London is a declaration that twenty-first century London, too, has been destroyed. This time by an unsavoury crew of gentrifiers, property developers, politicians, hyper-affluent transplants, and the creative classes. Writers are a sub-category of this latter group. Ambivalence and complicity are always there for Sinclair. On the one hand, his wanderings have attributed cultural value to previously overlooked aspects of London by the very virtue of writing about them. On the other hand, Sinclair argues that the value of these parts of the city hinges on their neglect by the dominant culture, which, of course, is no longer possible when his writing illuminates them. Certainly, wandering the city excavating the secret histories of cities has acquired an elevated cultural currency since Sinclair started writing. In making the East End “so gothically juicy”, Sinclair inaugurated a stream of new imaginings from “young acolyte psychogeographers” (McKay). Moreover, McKay points out that “Sinclair once wryly noted that anywhere he ‘nominated’ soon became an estate agent vision of luxury lifestyle”.Iain Sinclair’s London wanderings, then, call for a recognition that is more-than-literary. They are what we have referred to elsewhere as “worldly texts” (Potter and Seale, forthcoming), texts that have more-than-literary effects and instead are materially entangled in generating transformative conditions of place. Our understanding sits alongside the insights of literary geography, especially Sheila Hones’s concept of the text as a “spatial event”. In this reckoning, texts are spatio-temporal happenings that are neither singular nor have one clear “moment” of emergence. Rather, texts come into being across time and space, and in this sense can be understood as assemblages that include geographical locations, material contexts, and networks of production and reception. Literary effects are materially, collaboratively, and spatially generated in the world and have “territorial consequences”, as Jon Anderson puts it (127). Sinclair’s writings, we contend, can be seen as materialising versions of place that operate outside the assemblage of “literary” production and realise spatial and socio-economic consequence.Sinclair’s work does more than mimetically reproduce a “lost” London, or angrily write against the grain of neo-liberal gentrification. It is, in a sense, a geographic constituent that cannot be disaggregated from the contemporary dynamics of the privileges and exclusions of city. This speaks to the author’s ambivalence about his role as a central figure in London writing. For example, it has been noted that Sinclair is “aware of the charge that he’s been responsible as anyone for the fetishization of London’s decrepitude, contributing to an aesthetic of urban decay that is now ubiquitous” (Day). Walking the East End in what he has claimed to be his “last” London book (2017), Sinclair is horrified by the prevalence of what he calls “poverty chic” at the erstwhile Spitalfields Market: a boutique called “Urban Decay” is selling high-end lipsticks with an optional eye makeover. Next door is the “Brokedown Palace […] offering expensive Patagonia sweaters and pretty colourful rucksacks.” Ironically, the aesthetics of decline and ruin that Sinclair has actively brought to public notice over the last thirty years are contributing to this urban renewal. It could also be argued that Sinclair’s wandering is guilty of “the violence of spokesmanship”, which sublimates the voices of others (Weston 274), and is surely no longer the voice of the wanderer as marginalised outsider. When textual actors become networked with place, there can be extra-textual consequences, such as Sinclair’s implication in the making of place in a globalised and gentrified London. It shifts understanding of Sinclair’s wandering from representational and hermeneutic interpretation towards materialism: from what wandering means to what wandering does. From this perspective, Sinclair’s wandering and writing does not end with the covers of his books. The multiple ontologies of Sinclair’s worldly texts expand and proliferate through the plurality of composing relations, which, in turn, produce continuous and diverse iterations in an actor-network with place in London. Sinclair’s wanderings produce an ongoing archive of the urban that continues to iteratively make place, through multiple texts and narrative engagements, including novels, non-fiction accounts, journalism, interviews, intermedia collaborations, and assembling with the texts of others—from the many other London authors to whom Sinclair refers, to the tour guides who lead Time Out walking tours of “Sinclair’s London”. Place in contemporary London therefore assembles across and through an actor-network in which Sinclair’s wandering participates. Ultimately, Sinclair’s wandering and placemaking affirm Manley’s statement that “the urban environment in which (and in response to which) so much of English literature has been written has itself been constructed in many respects by its representation in that literature—by the ideas, images, and styles created by writers who have experienced or inhabited it” (2).ReferencesAnderson, Jon. “Towards an Assemblage Approach to Literary Geography.” Literary Geographies 1.2 (2015): 120–137.Atkins, Marc and Iain Sinclair. Liquid City. London: Reaktion, 1999.Baker, Brian. Iain Sinclair. Manchester: Manchester University Press, 2007.Baudelaire, Charles. The Painter of Modern Life and Other Essays. Trans. and ed. Jonathan Mayne. London and New York: Phaidon, 1995.Benjamin, Walter. The Arcades Project. Trans. Howard Eiland and Kevin McLaughlin. Ed. Rolf Tiedmann. Cambridge, Mass.: Belknap Press, 2002.Bond, Robert. Iain Sinclair. Cambridge: Salt Publishing, 2005.Buck-Morss, Susan. The Dialectics of Seeing: Walter Benjamin and the Arcades Project. Cambridge, Mass.: MIT Press, 1989.Chambers, Russ. Loiterature. Lincoln: University of Nebraska Press, 1999.Coverley, Merlin. Psychogeography. Harpenden: Pocket Essentials, 2005.Day, Jon. “The Last London by Iain Sinclair Review—an Elegy for a City Now Lost.” The Guardian 27 Sep. 2017. 7 July 2017 <https://www.theguardian.com/books/2017/sep/27/last-london-iain-sinclair-review>.Debord, Guy. “Theory of the Dérive.” Situationist International Anthology. Trans. and ed. Ken Knabb. Berkeley, Calif.: Bureau of Public Secrets, 1981.———. “Détournement as Negation and Prelude.” Situationist International Anthology. Trans. and ed. Ken Knabb. Berkeley, Calif.: Bureau of Public Secrets, 1981.De Certeau, Michel. The Practice of Everyday Life. Trans. Steven Rendall. Berkeley: University of California Press, 1984.Dirda, Michael. “Modern Life, as Seen by a Writer without a Smart Phone.” The Washington Post 17 Jan. 2018. 4 July 2018 <https://www.washingtonpost.com/entertainment/books/modern-life-as-seen-by-an-artist-without-a-phone/2018/01/17/6d0b779c-fb07-11e7-8f66-2df0b94bb98a_story.html?noredirect=on&utm_term=.9333f36c6212>.Hones, Sheila. “Text as It Happens: Literary Geography.” Geography Compass 2.5 (2008): 301–1307.Huizinga, Johan. hom*o Ludens: A Study of the Play-Element in Culture. Boston: Beacon Press, 1955.Kerr, Joe. “The Habit of Hackney: Joe Kerr on Iain Sinclair.” Architects’ Journal 11 Mar. 2009. 8 July 2017 <https://www.architectsjournal.co.uk/home/the-habit-of-hackney-joe-kerr-on-iain-sinclair/1995066.article>.Manley, Lawrence, ed. The Cambridge Companion to the Literature of London. Cambridge: Cambridge University Press, 2011.Marcuse, Herbert. One-Dimensional Man. London and New York: Routledge, 2002.McKay, Sinclair. “Is It Time for All Lovers of London to Pack up?” The Spectator 2 Sep. 2017. 6 July 2018 <https://www.spectator.co.uk/2017/09/is-it-time-for-all-lovers-of-london-to-pack-up/>.O’Connell, Teresa. “Iain Sinclair: Walking Is a Democracy.” Guernica 16 Nov. 2017. 7 July 2018 <https://www.guernicamag.com/iain-sinclair-walking-democracy/>.Perril, Simon. “A Cartography of Absence: The Work of Iain Sinclair.” Comparative Criticism 19 (1997): 309–339.Potter, Emily, and Kirsten Seale. “The Worldly Text and the Production of More-than-Literary Place: Helen Garner’s Monkey Grip and Melbourne’s ‘Inner North’”. Cultural Geographies (forthcoming 2019).Seale, Kirsten. “‘Eye-Swiping’ London: Iain Sinclair, Photography and the Flâneur.” Literary London 3.2 (2005).———. “Iain Sinclair’s Archive.” Sydney Review of Books. 10 Sep. 2018. 12 July 2019 <https://sydneyreviewofbooks.com/sinclair-last-london/>.Sinclair, Iain. Dining on Stones, or, The Middle Ground. London: Hamish Hamilton, 2004.———. Lights Out for the Territory. London: Granta, 1997.———. London Orbital. London: Penguin, 2003.———. The Last London: True Fictions from an Unreal City. London: Oneworld Publications, 2017.Weston, Daniel. “‘Against the Grand Project’: Iain Sinclair’s Local London.” Contemporary Literature 56.2 (2015): 255–280. Wolfreys, Julian. Writing London: Materiality, Memory, Spectrality Volume 2. Basingstoke: Palgrave Macmillan, 2004.

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If I find out that you have bought a $90 red light sabre, Tara, well there's going to be trouble. -- Kevin Brabazon A few Saturdays ago, my 71-year old father tried to convince me of imminent responsibilities. As I am considering the purchase of a house, there are mortgages, bank fees and years of misery to endure. Unfortunately, I am not an effective Big Picture Person. The lure of the light sabre is almost too great. For 30 year old Generation Xers like myself, it is more than a cultural object. It is a textual anchor, and a necessary component to any future history of the present. Revelling in the aura of the Australian release for Star Wars: The Phantom Menace, this paper investigates popular memory, an undertheorised affiliation between popular culture and cultural studies.1 The excitement encircling the Star Wars prequel has been justified in terms of 'hype' or marketing. Such judgements frame the men and women cuing for tickets, talking Yodas and light sabres as fools or duped souls who need to get out more. My analysis explores why Star Wars has generated this enthusiasm, and how cultural studies can mobilise this passionate commitment to consider notions of popularity, preservation and ephemerality. We'll always have Tattooine. Star Wars has been a primary popular cultural social formation for a generation. The stories of Luke Skywalker, Princess Leia, Han Solo, Chewbacca, Darth Vader, Yoda, C-3PO and R2D2 offer an alternative narrative for the late 1970s and 1980s. It was a comfort to have the Royal Shakespearian tones of Alec Guinness confirming that the Force would be with us, through economic rationalism, unemployment, Pauline Hanson and Madonna discovering yoga. The Star Wars Trilogy, encompassing A New Hope, The Empire Strikes Back and Return of the Jedi, was released between 1977 and 1983. These films have rarely slipped from public attention, being periodically 'brought back' through new cinematic and video releases. The currency of Star Wars is matched with the other great popular cultural formations of the post-war period: the James Bond series and Star Trek. One reason for the continued success of these programmes is that other writers, film makers and producers cannot leave these texts alone. Bond survives not only through Pierce Brosnan's good looks, but the 'Hey Baby' antics of Austin Powers. Star Trek, through four distinct series, has become an industry that will last longer than Voyager's passage back from the Delta Quadrant. Star Wars, perhaps even more effectively than the other popular cultural heavyweights, has enmeshed itself into other filmic and televisual programming. Films like Spaceballs and television quizzes on Good News Week keep the knowledge system and language current and pertinent.2 Like Umberto Eco realised of Casablanca, Star Wars is "a living example of living textuality" (199). Both films are popular because of imperfections and intertextual archetypes, forming a filmic quilt of sensations and affectivities. Viewers are aware that "the cliches are talking among themselves" (Eco 209). As these cinematic texts move through time, the depth and commitment of these (con)textual dialogues are repeated and reinscribed. To hold on to a memory is to isolate a moment or an image and encircle it with meaning. Each day we experience millions of texts: some are remembered, but most are lost. Some popular cultural texts move from ephemera to popular memory to history. In moving beyond individual reminiscences -- the personal experiences of our lifetime -- we enter the sphere of popular culture. Collective or popular memory is a group or community experience of a textualised reality. For example, during the Second World War, there were many private experiences, but certain moments arch beyond the individual. Songs by Vera Lynn are fully textualised experiences that become the fodder for collective memory. Similarly, Star Wars provides a sense-making mechanism for the 1980s. Like all popular culture, these texts allow myriad readership strategies, but there is collective recognition of relevance and importance. Popular memory is such an important site because it provides us, as cultural critics, with a map of emotionally resonant sites of the past, moments that are linked with specific subjectivities and a commonality of expression. While Star Wars, like all popular cultural formations, has a wide audience, there are specific readings that are pertinent for particular groups. To unify a generation around cultural texts is an act of collective memory. As Harris has suggested, "sometimes, youth does interesting things with its legacy and creatively adapts its problematic into seemingly autonomous cultural forms" (79). Generation X refers to an age cohort born between the mid-1960s and the mid-1970s. Finally cultural studies theorists have found a Grail subculture. Being depthless, ambivalent, sexually repressed and social failures, Xers are a cultural studies dream come true. They were the children of the media revolution. Star Wars is integral to this textualised database. A fan on the night of the first screening corrected a journalist: "we aren't Generation X, we are the Star Wars generation" (Brendon, in Miller 9). An infatuation and reflexivity with the media is the single framework of knowledge in which Xers operate. This shared understanding is the basis for comedy, and particularly revealed (in Australia) in programmes like The Panel and Good News Week. Television themes, lines of film dialogue and contemporary news broadcasts are the basis of the game show. The aesthetics of life transforms television into a real. Or, put another way, "individual lives may be fragmented and confused but McDonald's is universal" (Hopkins 17). A group of textual readers share a literacy, a new way of reading the word and world of texts. Nostalgia is a weapon. The 1990s has been a decade of revivals: from Abba to skateboards, an era of retro reinscription has challenged linear theories of history and popular culture. As Timothy Carter reveals, "we all loved the Star Wars movies when we were younger, and so we naturally look forward to a continuation of those films" (9). The 1980s has often been portrayed as a bad time, of Thatcher and Reagan, cold war brinkmanship, youth unemployment and HIV. For those who were children and (amorphously phrased) 'young adults' of this era, the popular memory is of fluorescent fingerless gloves, Ray Bans, 'Choose Life' t-shirts and bubble skirts. It was an era of styling mousse, big hair, the Wham tan, Kylie and Jason and Rick Astley's dancing. Star Wars action figures gave the films a tangibility, holding the future of the rebellion in our hands (literally). These memories clumsily slop into the cup of the present. The problem with 'youth' is that it is semiotically too rich: the expression is understood, but not explained, by discourses as varied as the educational system, family structures, leisure industries and legal, medical and psychological institutions. It is a term of saturation, where normality is taught, and deviance is monitored. All cultural studies theorists carry the baggage of the Birmingham Centre into any history of youth culture. The taken-for-granted 'youth as resistance' mantra, embodied in Resistance through Rituals and Subculture: The Meaning of Style, transformed young people into the ventriloquist's puppet of cultural studies. The strings of the dancing, smoking, swearing and drinking puppet took many years to cut. The feminist blade of Angela McRobbie did some damage to the fraying filaments, as did Dick Hebdige's reflexive corrections in Hiding in the Light. However, the publications, promotion and pedagogy of Gen X ended the theoretical charade. Gen X, the media sophisticates, played with popular culture, rather than 'proper politics.' In Coupland's Generation X, Claire, one of the main characters believed that "Either our lives become stories, or there's just no way to get through them." ... We know that this is why the three of us left our lives behind us and came to the desert -- to tell stories and to make our own lives worthwhile tales in the process. (8) Television and film are part of this story telling process. This intense connection generated an ironic and reflexive literacy in the media. Television became the basis for personal pleasures and local resistances, resulting in a disciplined mobilisation of popular cultural surfaces. Even better than the real thing. As the youngest of Generation Xers are now in their late twenties, they have moved from McJobs to careers. Robert Kizlik, a teacher trainer at an American community college expressed horror as the lack of 'commonsensical knowledge' from his new students. He conducted a survey for teachers training in the social sciences, assessing their grasp of history. There was one hundred percent recognition of such names as Madonna, Mike Tyson, and Sharon Stone, but they hardly qualify as important social studies content ... . I wondered silently just what it is that these students are going to teach when they become employed ... . The deeper question is not that we have so many high school graduates and third and fourth year college students who are devoid of basic information about American history and culture, but rather, how, in the first place, these students came to have the expectations that they could become teachers. (n. pag.) Kizlik's fear is that the students, regardless of their enthusiasm, had poor recognition of knowledge he deemed significant and worthy. His teaching task, to convince students of the need for non-popular cultural knowledges, has resulted in his course being termed 'boring' or 'hard'. He has been unable to reconcile the convoluted connections between personal stories and televisual narratives. I am reminded (perhaps unhelpfully) of one of the most famous filmic teachers, Mr Holland. Upon being attacked by his superiors for using rock and roll in his classes, he replied that he would use anything to instil in his students a love of music. Working with, rather than against, popular culture is an obvious pedagogical imperative. George Lucas has, for example, confirmed the Oprahfied spirituality of the current age. Obviously Star Wars utilises fables, myths3 and fairy tales to summon the beautiful Princess, the gallant hero and the evil Empire, but has become something more. Star Wars slots cleanly into an era of Body Shop Feminism, John Gray's gender politics and Rikki Lake's relationship management. Brian Johnson and Susan Oh argued that the film is actually a new religion. A long time ago in a galaxy far far away -- late 1970s California -- the known universe of George Lucas came into being. In the beginning, George created Star Wars. And the screen was without form, and void. And George said, 'Let there be light', and there was Industrial Light and Magic. And George divided the light from the darkness, with light sabres, and called the darkness the Evil Empire.... And George saw that it was good. (14) The writers underestimate the profound emotional investment placed in the trilogy by millions of people. Genesis narratives describe the Star Wars phenomenon, but do not analyse it. The reason why the films are important is not only because they are a replacement for religion. Instead, they are an integrated component of popular memory. Johnson and Oh have underestimated the influence of pop culture as "the new religion" (14). It is not a form of cheap grace. The history of ideas is neither linear nor traceable. There is no clear path from Plato to Prozac or Moses to Mogadon. Obi-Wan Kenobi is not a personal trainer for the ailing spirituality of our age. It was Ewan McGregor who fulfilled the Xer dream to be the young Obi Wan. As he has stated, "there is nothing cooler than being a Jedi knight" (qtd. in Grant 15). Having survived feet sawing in Shallow Grave and a painfully large enema in Trainspotting, there are few actors who are better prepared to carry the iconographic burden of a Star Wars prequel. Born in 1971, he is the Molly Ringwall of the 1990s. There is something delicious about the new Obi Wan, that hails what Hicks described as "a sense of awareness and self- awareness, of detached observation, of not taking things seriously, and a use of subtle dry humour" (79). The metaphoric light sabre was passed to McGregor. The pull of the dark side. When fans attend The Phantom Menace, they tend to the past, as to a loved garden. Whether this memory is a monument or a ruin depends on the preservation of the analogue world in the digital realm. The most significant theoretical and discursive task in the present is to disrupt the dual ideologies punctuating the contemporary era: inevitable technological change and progress.4 Only then may theorists ponder the future of a digitised past. Disempowered groups, who were denied a voice and role in the analogue history of the twentieth century, will have inequalities reified and reinforced through the digital archiving of contemporary life. The Web has been pivotal to the new Star Wars film. Lucasfilm has an Internet division and an official Website. Between mid November and May, this site has been accessed twenty million times (Gallott 15). Other sites, such as TheForce.net and Countdown to Star Wars, are a record of the enthusiasm and passion of fans. As Daniel Fallon and Matthew Buchanan have realised, "these sites represent the ultimate in film fandom -- virtual communities where like-minded enthusiasts can bathe in the aura generated by their favourite masterpiece" (27). Screensavers, games, desktop wallpaper, interviews and photo galleries have been downloaded and customised. Some ephemeral responses to The Phantom Menace have been digitally recorded. Yet this moment of audience affectivity will be lost without a consideration of digital memory. The potentials and problems of the digital and analogue environments need to be oriented into critical theories of information, knowledge, entertainment and pleasure. The binary language of computer-mediated communication allows a smooth transference of data. Knowledge and meaning systems are not exchanged as easily. Classifying, organising and preserving information make it useful. Archival procedures have been both late and irregular in their application.5 Bocher and Ihlenfeldt assert that 2500 new web sites are coming on-line every day ("A Higher Signal-to-Noise Ratio"). The difficulties and problems confronting librarians and archivists who wish to preserve digital information is revealed in the Australian government's PADI (Preserving Access to Digital Information) Site. Compared with an object in a museum which may lie undisturbed for years in a storeroom, or a book on a shelf, or even Egyptian hieroglyd on the wall of a tomb, digital information requires much more active maintenance. If we want access to digital information in the future, we must plan and act now. (PADI, "Why Preserve Access to Digital Information?") phics carve The speed of digitisation means that responsibility for preserving cultural texts, and the skills necessary to enact this process, is increasing the pressure facing information professionals. An even greater difficulty when preserving digital information is what to keep, and what to release to the ephemeral winds of cyberspace. 'Qualitative criteria' construct an historical record that restates the ideologies of the powerful. Concerns with quality undermine the voices of the disempowered, displaced and decentred. The media's instability through technological obsolescence adds a time imperative that is absent from other archival discussions.6 While these problems have always taken place in the analogue world, there was a myriad of alternative sites where ephemeral material was stored, such as the family home. Popular cultural information will suffer most from the 'blind spots' of digital archivists. While libraries rarely preserve the ephemera of a time, many homes (including mine) preserve the 'trash' of a culture. A red light sabre, toy dalek, Duran Duran posters and a talking Undertaker are all traces of past obsessions and fandoms. Passion evaporates, and interests morph into new trends. These objects remain in attics, under beds, in boxes and sheds throughout the world. Digital documents necessitate a larger project of preservation, with great financial (and spatial) commitments of technology, software and maintenance. Libraries rarely preserve the ephemera -- the texture and light -- of the analogue world. The digital era reduces the number of fan-based archivists. Subsequently forfeited is the spectrum of interests and ideologies that construct the popular memory of a culture. Once bits replace atoms, the recorded world becomes structured by digital codes. Only particular texts will be significant enough to store digitally. Samuel Florman stated that "in the digital age nothing need be lost; do we face the prospect of drowning in trivia as the generations succeed each other?" (n. pag.) The trivia of academics may be the fodder (and pleasures) of everyday life. Digitised preservation, like analogue preservation, can never 'represent' plural paths through the past. There is always a limit and boundary to what is acceptable obsolescence. The Star Wars films suggests that "the whole palette of digital technology is much more subtle and supple; if you can dream it, you can see it" (Corliss 65). This film will also record how many of the dreams survive and are archived. Films, throughout the century, have changed the way in which we construct and remember the past. They convey an expressive memory, rather than an accurate history. Certainly, Star Wars is only a movie. Yet, as Rushkoff has suggested, "we have developed a new language of references and self-references that identify media as a real thing and media history as an actual social history" (32). The build up in Australia to The Phantom Menace has been wilfully joyful. This is a history of the present, a time which I know will, in retrospect, be remembered with great fondness. It is a collective event for a generation, but it speaks to us all in different ways. At ten, it is easy to be amazed and enthralled at popular culture. By thirty, it is more difficult. When we see Star Wars, we go back to visit our memories. With red light sabre in hand, we splice through time, as much as space. Footnotes The United States release of the film occurred on 19 May 1999. In Australia, the film's first screenings were on 3 June. Many cinemas showed The Phantom Menace at 12:01 am, (very) early Thursday morning. The three main players of the GNW team, Paul McDermott, Mikey Robbins and Julie McCrossin, were featured on the cover of Australia's Juice magazine in costumes from The Phantom Menace, being Obi-Wan, Yoda and Queen Amidala respectively. Actually, the National Air and Space Museum had a Star Wars exhibition in 1997, titled "Star Wars: The Magic of Myth". For example, Janet Collins, Michael Hammond and Jerry Wellington, in Teaching and Learning with the Media, stated that "the message is simple: we now have the technology to inform, entertain and educate. Miss it and you, your family and your school will be left behind" (3). Herb Brody described the Net as "an overstuffed, underorganised attic full of pictures and documents that vary wildly in value", in "Wired Science". The interesting question is, whose values will predominate when the attic is being cleared and sorted? This problem is extended because the statutory provision of legal deposit, which obliges publishers to place copies of publications in the national library of the country in which the item is published, does not include CD-ROMs or software. References Bocher, Bob, and Kay Ihlenfeldt. "A Higher Signal-to-Noise Ratio: Effective Use of WebSearch Engines." State of Wisconsin Department of Public Instruction Website. 13 Mar. 1998. 15 June 1999 <http://www.dpi.state.wi.us/dpi/dlcl/lbstat/search2.php>. Brody, Herb. "Wired Science." Technology Review Oct. 1996. 15 June 1999 <http://www.techreview.com/articles/oct96/brody.php>. Carter, Timothy. "Wars Weary." Cinescape 39 (Mar./Apr. 1999): 9. Collins, Janet, Michael Hammond, and Jerry Wellington. Teaching and Learning with Multimedia. London: Routledge, 1997. Corliss, Richard. "Ready, Set, Glow!" Time 18 (3 May 1999): 65. Count Down to Star Wars. 1999. 15 June 1999 <http://starwars.countingdown.com/>. Coupland, Douglas. Generation X. London: Abacus, 1991. Eco, Umberto. Travels in Hyper-Reality. London: Picador, 1987. Fallon, Daniel, and Matthew Buchanan. "Now Screening." Australian Net Guide 4.5 (June 1999): 27. Florman, Samuel. "From Here to Eternity." MIT's Technology Review 100.3 (Apr. 1997). Gallott, Kirsten. "May the Web Be with you." Who Weekly 24 May 1999: 15. Grant, Fiona. "Ewan's Star Soars!" TV Week 29 May - 4 June 1999: 15. Hall, Stuart, and Tony Jefferson, eds. Resistance through Rituals. London: Hutchinson, 1976. Harris, David. From Class Struggle to the Politics of Pleasure: the Effects of Gramscianism on Cultural Studies. London: Routledge, 1992. Hebdige, Dick. Hiding in the Light. London: Routledge, 1988. Hopkins, Susan. "Generation Pulp." Youth Studies Australia Spring 1995. Johnson, Brian, and Susan Oh. "The Second Coming: as the Newest Star Wars Film Illustrates, Pop Culture Has Become a New Religion." Maclean's 24 May 1999: 14-8. Juice 78 (June 1999). Kizlik, Robert. "Generation X Wants to Teach." International Journal of Instructional Media 26.2 (Spring 1999). Lucasfilm Ltd. Star Wars: Welcome to the Official Site. 1999. 15 June 1999 <http://www.starwars.com/>. Miller, Nick. "Generation X-Wing Fighter." The West Australian 4 June 1999: 9. PADI. "What Digital Information Should be Preserved? Appraisal and Selection." Preserving Access to Digital Information (PADI) Website. 11 March 1999. 15 June 1999 <http://www.nla.gov.au/padi/what.php>. PADI. "Why Preserve Access to Digital Information?" Preserving Access to Digital Information (PADI) Website. <http://www.nla.gov.au/padi/why.php>. Rushkoff, Douglas. Media Virus. Sydney: Random House, 1994. Citation reference for this article MLA style: Tara Brabazon. "A Red Light Sabre to Go, and Other Histories of the Present." M/C: A Journal of Media and Culture 2.4 (1999). [your date of access] <http://www.uq.edu.au/mc/9906/sabre.php>. Chicago style: Tara Brabazon, "A Red Light Sabre to Go, and Other Histories of the Present," M/C: A Journal of Media and Culture 2, no. 4 (1999), <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]). APA style: Tara Brabazon. (1999) A red light sabre to go, and other histories of the present. M/C: A Journal of Media and Culture 2(4). <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]).