Collaborative research into the affordances of place for primary school children’s literacy learning

In the context of culturally diverse high poverty areas of Australia, we have conducted collaborative research with teachers and students in a primary school for more than a decade. Teachers have been exploring the affordances of place‐based pedagogies (Gruenewald & Smith, 2008) for the development of students’ spatial literacies and their understandings of the politics of places and built environments (Comber, Nixon, Ashmore, Loo & Cook, 2006; Comber, Thomson and Wells, 2001). This paper reports on a project in which the affordances of placedbased pedagogy are being explored through teacher inquiries and classroom‐based design experiments (Cobb, Confrey, di Sessa, Lehrer & Schauble, 2003). Located within a large‐scale urban renewal project in which houses are being demolished and families relocated, the original school has been replaced by a larger school that serves a population from a wider area. In this paper we draw on the study to consider the challenges of working with teachers and primary school students to study innovative ideas and practices in educational research. Specifically we consider issues raised by collaborative studies of the affordances of cross curricular projects focusing on social and environmental change to engage students in academic learning and expand their literate repertoires in a changing policy climate.

The impact of flood and post-flood cleaning on airborne microbiological and particle contamination in residential houses

In January 2011, Brisbane, Australia, experienced a major river flooding event. We aimed to investigate its effects on air quality and assess the role of prompt cleaning activities in reducing the airborne exposure risk. A comprehensive, multi-parameter indoor and outdoor measurement campaign was conducted in 41 residential houses, 2 and 6 months after the flood. The median indoor air concentrations of supermicrometer particle number (PN), PM10, fungi and bacteria 2 months after the flood were comparable to those previously measured in Brisbane. These were 2.88 p cm-3, 15 µg m-3, 804 cfu m-3 and 177 cfu m-3 for flood-affected houses (AFH), and 2.74 p cm-3, 15 µg m-3, 547 cfu m-3 and 167 cfu m-3 for non-affected houses (NFH), respectively. The I/O (indoor/outdoor) ratios of these pollutants were 1.08, 1.38, 0.74 and 1.76 for AFH and 1.03, 1.32, 0.83 and 2.17 for NFH, respectively. The average of total elements (together with transition metals) in indoor dust was 2296 ± 1328 µg m-2 for AFH and 1454 ± 678 µg m-2 for NFH, respectively. In general, the differences between AFH and NFH were not statistically significant, implying the absence of a measureable effect on air quality from the flood. We postulate that this was due to the very swift and effective cleaning of the flooded houses by 60,000 volunteers. Among the various cleaning methods, the use of both detergent and bleach was the most efficient at controlling indoor bacteria. All cleaning methods were equally effective for indoor fungi. This study provides quantitative evidence of the significant impact of immediate post-flood cleaning on mitigating the effects of flooding on indoor bioaerosol contamination and other pollutants.

Life cycle energy analysis of eight residential houses in Brisbane, Australia

Life cycle energy analysis (LCEA) of eight residential buildings in and around Brisbane, Queensland, Australia, is undertaken in this study. Energy used in all three phases of construction, operation and demolition are considered. It is found that the main contribution to the operational energy in residential buildings is from use of general appliance. The choice of building materials is shown to have significant effects on the embodied energy for the production, construction, maintenance and demolition phases. From this study, it is shown that the embodied energy may vary from 10% to 30%, while the operational energy may vary from 65% to 90%. The demolition energy generally accounts for less than 4% of life cycle energy.

Pull factors attracting residents to Finnish senior houses

Most elderly Finnish residents prefer to age in place, but some relocate because of push factors that create stress in their current homes and pull factors that attract them to a new dwelling. This survey examines the important pull factors that attract seniors to senior houses. Grocery nearby is the strongest pull factor followed by hospital or medical center and public transportation. A factor analysis reveals that attributes can be grouped into three factors: onsite services that allow the residents to maintain an active lifestyle with some luxury, everyday services and facilities that would enable aging in place, and physical activity facilities. Residents have chosen the type of senior housing that supports their lifestyle. Meanwhile, socioeconomic characteristics do not explain the differences in the types of features that attract residents.

Alex E. Davis, Graduate of the New York Trade School

Alexander Davis, Jr., a graduate of the Carpentry program of the New York Trade School in 1955 is shown working. Original caption reads, "Carpenter Contractor, Alex E. Davis Builder, Easton, Pa. Alexander Davis, Jr. - Carpentry 1955. The remodeling of old and building of new houses etc., offers many opportunities for success. Mr. Davis is shown hanging a new door on a building." Black and white photograph with caption glued to reverse.

Professors' Houses. North University Ave. East Residence

Built 1840. Professors' Houses (East Residence) 1840-1868. University Hospital 1868-1891. Additions in 1877 and after in the form of two parallel wings built out from back of house and several additions onto them. Dental College 1891-1908. Building removed 1908. Replaced by new Chemistry Building 1910On verso in two hands: (1) Looking at 2 prof. houses at this time both converted into a) Univ. Hosp. & b) Homeo. [Homeopathic] School (2) R.C. Smith.

Readiness for school: A study of parent, teacher, and preschool provider perspectives

A possible gap exists between what parents and preschool providers know concerning children's readiness for school and what they should know when compared to teacher expectations. Students are experiencing difficulty in early schooling as a result of this gap in perspectives. This study's purpose was to describe, explain, and analyze the perspectives of parents, teachers, and preschool providers concerning school readiness. The qualitative strategy of interviewing was used with six parents, six teachers, and two preschool provider participants. Interview transcripts, field notes, member checking, and document analysis were used to interpret data and support findings. Categorization and coding organized data and aided in theory development. ^ Major findings of the study include: (a) All participant groups stress social skills, communication skills, and enthusiasm as most valuable for school readiness; (b) All participant groups agree parents have primary responsibility for readiness preparation; (c) Many participants suggest variables concerning family, economics, and home life contribute to a lack of readiness; (d) Parents place greater value on academic skills than teachers or preschool providers; (e) Preschool programs are identified as having the potential to significantly influence readiness; (f) Communicating, providing positive learning experiences, and providing preschool experience are valuable ways to prepare students for school, yet, differences were found in the types of experiences noted; (g) Participant perspectives indicate that informing parents of readiness expectations is of major importance, and they offer suggestions to accomplish this goal such as using public libraries and pediatrician offices as houses for written information and having kindergarten teachers make presentations at preschools. ^ This study concludes that parents and preschool providers do have knowledge concerning readiness for school. They may not, however, be in a position to carry out their responsibilities due to the intervening variables that inhibit the amount of time, interaction, and communication they have with the children in their care. This study discloses the beliefs of parents and preschool providers that children are ready for school, while teachers conclude that many children are not ready. Suggestions for readiness preparation and information dissemination are significant findings that offer implications for practice and future study. ^