THE RELATIONS between the origins of public educational systems and school attendance remain far from clear. For instance, the proportion of children receiving some sort of formal education did not increase automatically with the extension and elaboration of school facilities. Carl Kaestle has argued that proportionally as many children attended school in New York City in 1750 as in 1850. Elsewhere he and Maris Vinovskis have shown the surprisingly high rate of attendance of children in rural New York and Massachusetts in the early nineteenth century, prior to the so-called common school revival. And our own work has demonstrated that in at least one industrializing city the upward curve of school attendance among adolescent young people was not secular. (1) School attendance, of course, was a differential process. It varied according to place, age, sex, class and ethnicity. However, the exact nature of that variation still has not been delineated. In an earlier article Katz showed why it is important to understand patterns of school attendance and outlined some of the principal ones he had uncovered in Hamilton, Ontario, in 1851 and 1861. Davey developed the analysis much further in his study of working-class school attendance in Hamilton in the latter part of the nineteenth-century. However, both examinations
This paper reports the experience of participating in usability testing from the perspective of a person with aphasia. We briefly report adaptations to classic usability testing to enable the participation of people with aphasia. These included the use of short, direct tasks and physical artefacts such as picture cards. Authors of the paper include Ian, a user with aphasia who participated in adapted usability testing and Abi, a speech and language therapist researcher who facilitated sessions. Ian reports that these methods allowed him, as a person with aphasia, to engage with the usability testing process. We argue that such adaptations are essential in order to develop technologies which will be accessible to people with aphasia. This collaborative report provides a case for both how and why these adaptations can be made.
Groundwater’s role in maintaining the well-being of the planet is increasingly acknowledged. Only recently has society recognised groundwater as a key component of the water cycle. To improve public understanding and the proper use of groundwater, the hydrogeological community must expand its efforts in groundwater assessment, management, and communication. The International Association of Hydrogeologists (IAH) intends to help achieve the United Nation’s water-related Sustainable Development Goals (SDGs) by the adoption of innovative hydrogeological strategies. This essay introduces a topical collection that encapsulates IAH’s 2022 ‘Year for Groundwater’.
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