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This e-book introduces a selection of papers from the 12th Annual European Learning Styles Information Network Conference on the place of cognitive style in enhancing the capacity to learn. These papers discuss various ways through the cognitive/learning style terminology conundrum to help facilitate advancements in educational practice in a meaningful and informed way. A number of questions are raised regarding the place of cognitive/learning styles in relation to: a broader agenda of learning to learn, state versus trait aspects of styles, along with selected dimensions of powerful learning

This article describes the marginal punched card bibliographic system used by the Human Factors Group at Douglas Aircraft Company, Santa Monica, California. The need for such a system, its development, and its merits are discussed.

This e-book introduces a selection of papers from the 12th Annual European Learning Styles Information Network Conference on the place of cognitive style in enhancing the capacity to learn. These papers discuss various ways through the cognitive/learning style terminology conundrum to help facilitate advancements in educational practice in a meaningful and informed way. A number of questions are raised regarding the place of cognitive/learning styles in relation to: a broader agenda of learning to learn, state versus trait aspects of styles, along with selected dimensions of powerful learning

Programs for at-risk children and their families, especially very young children, have many dimensions that need to be addressed by practitioners. The literature suggests that spirituality plays a role in protection, treatment, recovery, and coping for at-risk children and their families. Despite this, the role of spirituality is rarely acknowledged or included in mainstream practice and behavioral health services training programs on services for at-risk families. This article documents the importance of spirituality to a group of families involved in a national cross-site demonstration project on the integration of behavioral health services. It concludes with implications for behavioral health services regarding practice and policy, including training around spirituality.

The Affordable Care Act specifies mothers living with postpartum depression (PPD) are a group in need of services. Although mothers with PPD prefer to receive services from social workers than from professionals from other disciplines, limited research has addressed where social workers learn how to screen for PPD, the instruments they use, in what contexts they screen, and at what point during the perinatal period they screen mothers. The authors used an online survey to study a national sample of perinatal social workers (n=261) on their screening practices of mothers with PPD. More than half (n=149, 57.1%) of the respondents indicated they neither learned how to screen nor how to diagnose PPD during their undergraduate or graduate school education. Despite the availability of easy-to-use PPD screening instruments, only 25% (n=66) of the respondents indicated they have used any screening instruments. Of added concern is that many of the respondents indicated they do not consult the professional literature on PPD from social work and other disciplines to guide them in their practice. We recommend social workers integrate relevant findings from evidence-based research about PPD into their practice as appropriate, and that BSW and MSW curricula incorporate relevant information on PPD into their programs.