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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.

This paper aims to offer a family carer's personal account of the importance of relationships between the person with dementia, their carer, family, friends, health and social care professionals, and the workforce who offer care, from pre‐diagnosis through 16 years of decline to death.

A personal account from the point of view of a former carer of a person with dementia.

The thread throughout the narrative of this paper is the necessity for everyone who comes into contact with the person with dementia to develop a much greater understanding of what it is like to live with the condition and as a result, how more enlightened care and support can be offered. Central to this is access to expert advice concerning dementia care and support in order to achieve the main goal of protecting and maintaining relationships.

The author draws on personal experiences and reflects on the lessons learned during the time as her husband's carer and information she wished she had possessed earlier.

Metacognitive strategies are learning strategies that involve planning, self-monitoring, and self-evaluation. Metacognition is characterised as a build that alludes to considering one’s reasoning or the human capacity to be aware of one’s mental processes. According to Flavell (1976) metacognitive learning is ‘one’s learning concerning one’s own particular intellectual procedures and items or anything identified with them, e.g., the learning-applicable properties of data or information’. The purpose of the study is to investigate to what extent the university English as a Foreign Language (EFL) learners employ metacognitive reading strategies in reading comprehension. Further, it aims to research the most used strategy of MARSI inventory subscale: reading performance in reading EFL. Statistical analysis has been calculated by using ANOVA, correlation, and metacognitive awareness reading strategy inventory (MARSI), which in fact is the self-report instrument. The study has identified that EFL students of Kosovo universities possess considerable amount of awareness over metacognitive strategies in reading comprehension.

This paper aims to examine the everyday practices of academic work in social science to understand better academics’ learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point.

The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed.

Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is “work about the work”, both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage.

By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the “black box” of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.

Between the first and second world wars there was an expansion of building within Britain, which is personified by the British suburban ‘semi’. With only minor variations in their external appearance they utilised the same internal layout and were the housing equivalent of the model T Ford.

This paper will examine the importance of seeing, reading, evaluating and better appreciating the built environment. Creative observation of built environment is fundamental to our day‐to‐day lives as well as to cultural tourism development. As we want to break away from the routine and lack of stimuli of our home work and environment, we travel to foreign places. Our cities are tourist destinations for others. Being aware of one's environment, and being able to read it should be a skill mastered by all. As many become a tourist at some point in their life, cultural tourism is judged essential to society's enrichment and to the personal enhancement of the tourist. Through methods of awareness, this process allows everyone to appreciate the built environment. None of the tourist charters, educational or initiatives adequately training cover these areas of concern. In response, this paper will explore the matters of perception, place and landscape reading, as well as visual or contextual appreciation as the basis for promotion of heritage conservation, cultural identity and sensitization to place specificities and uniqueness of landscapes. How to see and better appreciate these elements is what will progressively promote a conservation ethic in search of promising relationships between visitors and the built environment.

In considering property for this Checkpoint article I have not listed a specific method of construction but have set out to comment on the survey of properties which are held under a Lease. One may consider that it is unreasonable to regard the inspection of such a property as being in any way materially different from the inspection of a Freehold commercial building. There is one major difference: with a Freehold dwelling you are advising your client of the liabilities and obligations that he may have to accept if he proceeds with the acquisition of the property that you are inspecting. You will have advised him on the probabilities of the need to maintain and repair certain sections of the building and ventured forth with informed advice on the cost of looking after the buildings.

In the first of two articles, the potential of the internet for child victimisation by paedophiles and the challenges for controls that the technology poses are discussed. The concept of the internet and ‘cyberspace’ are explained and the consequences for new forms of sexual deviancy. The risks should be an issue for community safety.

Using a portable breath carbon monoxide analyser, breath carbon monoxide (CO) of non‐smoking police motorcyclists in central London was found to be consistently elevated in comparison to non‐smoking pedestrians. Although the highest levels were found among smokers, some of the non‐smoking policemen had similar levels to their smoking colleagues. The highest levels among non‐smoking police personnel were found in a group of car mechanics working in a partially enclosed garage. Among the non‐smoking police motorcyclists the highest levels were seen on the day with the highest maximum average hourly ambient CO, the lowest wind speed and the highest air temperature. We conclude that occupational exposure to exhaust fumes leads to elevated levels of breath CO.