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Microstereolithography is capable of producing millimeter-scale polymer parts having micron-scale features. Material properties of the cured polymers can vary depending on build parameters such as exposure. Current techniques for determining the material properties of these polymers are limited to static measurements via micro/nanoindentation, leaving the dynamic response undetermined. The purpose of this paper is to demonstrate a method to measure the dynamic response of additively manufactured parts to infer the dynamic modulus of the material in the ultrasonic range.

Frequency-dependent material parameters, such as the complex Young’s modulus, have been determined for other relaxing materials by measuring the wave speed and attenuation of an ultrasonic pulse traveling through the materials. This work uses laser Doppler velocimetry to measure propagating ultrasonic waves in a solid cylindrical waveguide produced using microstereolithography to determine the frequency-dependent material parameters of the polymer. Because the ultrasonic wavelength is comparable with the part size, a model that accounts for both geometric and viscoelastic dispersive effects is used to determine the material properties using experimental data.

The dynamic modulus in the ultrasonic range of 0.4-1.3 MHz was determined for a microstereolithography part. Results were corroborated by using the same experimental method for an acrylic part with known properties and by evaluating the natural frequency and storage modulus of the same microstereolithography part with a shaker table experiment.

The paper demonstrates a method for determining the dynamic modulus of additively manufactured parts, including relatively small parts fabricated with microstereolithography.

Background: Many audits in primary care can be criticized because of the absence of verifiable data to measure outcomes, and the lack of a non‐participating group against which to compare results. Objective: Using Prescribing Analyses and Cost (PACT) data to quantify the effect of an audit in 15 practices. We sought to quantify the effect of the audit of benzodiazepine prescribing in a district by measuring the detailed changes in prescribing in participating practices before, during and after audit, and by comparing the volume of prescribing of these drugs in participating and neighbouring non‐participating practices. Methods: At the start of the audit, 291 993 patients in the Sefton district of North West England were registered with 55 general practices. Fifteen practices, caring for 87 902 patients, took part in an audit of benzodiazepine prescribing. We analysed routinely‐collected prescribing data to assess trends in benzodiazepine prescribing for those practices which took part in the audit and the remaining (non‐participatory) practices in the district. Main measures: The number of defined daily doses of benzodiazepine prescribed by those general practitioners auditing their prescribing of these drugs during the audit. The volume of benzodiazepines prescribed by all general practitioners in Sefton during the quarter immediately before and the quarter immediately after the audit. Results: There was a significant reduction in the number of defined daily doses dispensed for temazepam, nitrazepam, and lorazepam during the audit. There was a significantly greater reduction in the number of items prescribed by those doctors who took part in the audit than their colleagues who did not. Conclusions: An audit of benzodiazepine prescribing achieved a significant reduction in the volume of these drugs dispensed. An analysis of routinely‐collected data can usefully measure the result of an audit of prescribing.

Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing.

This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time.

The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching.

The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course.

Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course.

The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course.

This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum.

The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas.

Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum.

This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

WE begin a new year, in which we wish good things for all who work in libraries and care for them, in circumstances which are not unpropitious. At times raven voices prophesy the doom of a profession glued to things so transitory as books are now imagined to be, by some. Indeed, so much is this a dominant fear that some librarians, to judge by their utterances, rest their hopes upon other recorded forms of knowledge‐transmission; forms which are not necessarily inimical to books but which they think in the increasing hurry of contemporary life may supersede them. These fears have not been harmful in any radical way so far, because they may have increased the librarian's interest in the ways of bringing books to people and people to books by any means which successful business firms use (for example) to advertise what they have to sell. The modern librarian becomes more and more the man of business; some feel he becomes less and less the scholar; but we suggest that this is theory with small basis in fact. Scholars are not necessarily, indeed they can rarely be, bookish recluses; nor need business men be uncultured. For men of plain commonsense there need be few ways of life that are so confined that they exclude their followers from other ways and other men's ideas and activities. And, as for the transitoriness of books and the decline of reading, we ourselves decline to acknowledge or believe in either process. Books do disappear, as individuals. It is well that they do for the primary purpose of any book is to serve this generation in which it is published; and, if there survive books that we, the posterity of our fathers, would not willingly let die, it is because the life they had when they were contemporary books is still in them. Nothing else can preserve a book as a readable influence. If this were not so every library would grow beyond the capacity of the individual or even towns to support; there would, in the world of readers, be no room for new writers and their books, and the tragedy that suggests is fantastically unimaginable. A careful study, recently made of scores of library reports for 1951–52, which it is part of our editorial duty to make, has produced the following deductions. Nearly every public library, and indeed other library, reports quite substantial increases in the use made of it; relatively few have yet installed the collections of records as alternatives to books of which so much is written; further still, where “readers” and other aids to the reading of records, films, etc., have been installed, the use of them is most modest; few librarians have a book‐fund that is adequate to present demands; fewer have staffs adequate to the demands made upon them for guidance by the advanced type of readers or for doing thoroughly the most ordinary form of book‐explanation. It is, in one sense a little depressing, but there is the challenging fact that these islands contain a greater reading population than they ever had. One has to reflect that of our fifty millions every one, including infants who have not cut their teeth, the inhabitants of asylums, the illiterate—and, alas, there are still thousands of these—and the drifters and those whose vain boast is that “they never have time to read a book”—every one of them reads six volumes a year. A further reflection is that public libraries may be the largest distributors, but there are many others and in the average town there may be a half‐dozen commercial, institutional and shop‐libraries, all distributing, for every public library. This fact is stressed by our public library spending on books last year at some two million pounds, a large sum, but only one‐tenth of the money the country spent on books. There are literally millions of book‐readers who may or may not use the public library, some of them who do not use any library but buy what they read. The real figure of the total reading of our people would probably be astronomical or, at anyrate, astonishing.

Using the example of a “school paper” titled The Children's Hour, developed in South Australia in the late nineteenth century, the purpose of this paper is to show the way that the colonial margins could act as sites of innovation in curriculum and pedagogy and not just as importers of ideas from the imperial centre.

The analysis on which the examination of The Children's Hour is based is a combination of Foucaultian discourse analysis and a genealogical approach to curriculum history which tracks different formations of techniques and programmes for shaping the human subject.

The Children's Hour (1889-1963), featured the innovative use of literature and other genres, and provided new ways to shape the identities of school students and teachers. School papers were strongly implicated in the discursive construction of both a global/imperial and local/Australian identities and represent an informative case of the ways in which teaching and learning practices have been highly mobile in the field of reading.

This research shows that the humble school reading text is an overlooked site for examining processes of the constitution of national identity and the citizen subject. It is also a reminder of the significance of communications technologies in the formation of, and struggles over, national/imperial imaginaries and that the school is an important site for studying these processes.

THIS month the Editor finds himself in rather a quandary. Since the number of staff that may justifiably be employed on a specialized journal of relatively limited circulation is not large, there must inevitably be some overlapping of the various functions involved in its publication, and we therefore have occasion to concern ourselves to some extent with the subscription side of The Library World, as well as with its production. We have been glancing through some of the 1957 issues of the journal, which at that time were appearing some three months later than their publication dates, and noting also the circulation figures of those issues. We then turned to the issues for the first six months of 1959, the second half of Volume 60, and their circulation, which showed an increase of roughly 20% on the earlier figures.

We observe with pleasure that the French Analytical Control, which is known as the Controle Chimique Permanent Français, continues to make satisfactory progress. The value and importance of the system of Control cannot fail to meet with appreciation in France—as it cannot fail to meet with appreciation elsewhere—so soon as its objects and method of working have been understood and have become sufficiently well known. From the reports which appear from time to time in l'Hygiène Moderne, the organ of the French Control, it is obvious that a number of French firms of the highest standing have grasped the fact that to place their products on the market with a permanent and authoritative scientific guarantee as to their nature and quality, is to meet a growing public demand, and must therefore become a commercial necessity. An ample assurance that the Controle Chimique Permanent Français is a solid and stable undertaking is afforded by the facts that it is under the general direction of so distinguished an expert as M. Ferdinand Jean and that he is assisted by several well‐known French scientists in carrying out the very varied technical work required.

This study aims to report on an automatic deidentification system for labeling and obfuscating personally identifiable information (PII) in student-generated text.

The authors evaluate the performance of their deidentification system on two data sets of student-generated text. Each data set was human-annotated for PII. The authors evaluate using two approaches: per-token PII classification accuracy and a simulated reidentification attack design. In the reidentification attack, two reviewers attempted to recover student identities from the data after PII was obfuscated by the authors’ system. In both cases, results are reported in terms of recall and precision.

The authors’ deidentification system recalled 84% of student name tokens in their first data set (96% of full names). On the second data set, it achieved a recall of 74% for student name tokens (91% of full names) and 75% for all direct identifiers. After the second data set was obfuscated by the authors’ system, two reviewers attempted to recover the identities of students from the obfuscated data. They performed below chance, indicating that the obfuscated data presents a low identity disclosure risk.

The two data sets used in this study are not representative of all forms of student-generated text, so further work is needed to evaluate performance on more data.

This paper presents an open-source and automatic deidentification system appropriate for student-generated text with technical explanations and evaluations of performance.

Previous study on text deidentification has shown success in the medical domain. This paper develops on these approaches and applies them to text in the educational domain.