Horizon Report Research Articles

On the HorizonMobile Devices:Are They a Distraction or Another Learning Tool?

FACULTY OFTEN CRINGE AT THE THOUGHT OF SMART PHONES, iPADS, iPODS, OR ANY OF THE VARIOUS NEW TABLET DEVICES IN THE CLASSROOM. They see them as distractions, certain that students are using them to read Facebook postings or text their friends during class. Some educators have responded by banning this new technology from learning space, demanding that students turn off their smart phones and keep their tablet computers stowed in their bags (Parry, 2011, p. 16). I love my new iPad2--it is effortless to use and it weighs next to nothing. But it has made me wonder about impact mobile will have on learning. The recent 2011 Horizon Report projects mobile learning's time to adoption as one or less with two convincing statements: 2015, 80% of people accessing Internet will be doing so from mobile devices and Internet-capable mobile will outnumber computers within next year (Johnson, Smith, Willis, Levine, & Haywood, 2011, p. 12). As educators, we need to learn how to embrace mobile both inside and outside our classrooms. As Parry (2011, p. 16) suggests, We are called on as teachers to teach them [students] how to use these technologies effectively, to ensure that they end up on right side of digital divide: side that knows how to use social media to band together Parry believes that mobile web literacy is as important as basic literacy and a necessary skill for future employment. Yarmey's (2011) research also supports idea of promoting information literacy in a mobile environment. According to Schubert, president of Abilene Christian University and a pioneer in this area, Mobile-learning strategies can reconnect students to their peers, challenge them with real-world data, and involve them in real-world conversations--all providing relevance that students need for academic, social, and professional success (2011, p. 8). To provide evidence for his mobile initiative, Schubert cited a press release about 2009 National Survey of Student Engagement, which found students whose classes used course management technologies ... or interactive technologies ... scored higher on NSSE benchmarks, participated more in deep approaches to learning, and reported higher academic and personal gains during college (NSSE, 2009). He also cited research conducted by Carini, Kuh, and Klein (2006, p. 10), which demonstrated that student engagement is linked positively to desirable learning outcomes such as critical thinking and grades As we have all read from educational research and best practices, learning needs to be active, engaging, make connections to prior knowledge, and provide authentic, real-world learning experiences. Rodrigo (201 I) states that the promise of mobile learning is ability to engage students with creative and/or sophisticated content learning activities on their multimedia production devices. To achieve promise of mobile learning, we have to stop thinking about these powerful mobile multimedia as only consumption and get students using them as production devices So, it is time to put an end to death by PowerPoint and begin to engage our students, leveraging rather than banning these mobile devices. Creative Ideas for Engaging Students By using mobile learning, educator can promote three different types of literacy (Parry, 2011). The first is most obvious, understanding information access. It is fairly easy to call upon students to access information from their mobile to answer questions or solve problems in class. For example, you might present a case study of a patient and ask different groups of students to find information, such as, what diagnoses are associated with patient's signs and symptoms, what nursing interventions are appropriate as defined by their text or evidence (research or clinical guidelines), or what patient educational materials are available online. …

Augmented Reality: An Overview and Five Directions for AR in Education

Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile de­vices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. Facilitating ubiquitous learning, AR will give learners instant access to location-specific information compiled and provided by numerous sources (2009). Both the 2010 and 2011 Horizon Reports predict that AR will soon see widespread use on US college campuses. In prepa­ration, this paper offers an overview of AR, examines recent AR developments, explores the impact of AR on society, and evaluates the implications of AR for learning and education.

New technology trends in education: Seven years of forecasts and convergence

Each year since 2004, a new Horizon Report has been released. Each edition attempts to forecast the most promising technologies likely to impact on education along three horizons: the short term (the year of the report), the mid-term (the next 2 years) and the long term (the next 4 years). This paper analyzes the evolution of technology trends from 2004 to 2014 that correspond to the long-term predictions of the most recent Horizon Report. The study analyzes through bibliometric analysis which technologies were successful and became a regular part of education systems, which ones failed to have the predicted impact and why, and the shape of technology flows in recent years. The study also shows how the evolution and maturity of some technologies allowed the revival of expectations for others. The analysis here, which focuses on educational applications, offers guidelines that may be helpful to those seeking to invest in new research areas.

The TI-Nspire CAS: A happy-medium mobile device for grades 8–16 mathematics classrooms

This article justifies classifying the TI-Nspire CAS Touchpad as a mobile device for grades 8–16 mathematics classrooms equipped with a Navigator system. The 2010 Horizon Report: K-12 indicates virtually every secondary school aged child has some sort of mobile device. Yet, many school policies ban the use of mobile devices, preventing students from using these devices in an educational setting. Further, some teachers have been slow to adopt and use mobile devices to advance the educational setting of their classroom to a 21st century classroom. A classroom equipped with wireless Navigator technology and students equipped with Nspire handhelds presents an engaging 21st century mathematics classroom for all learners. These classrooms present a happy-medium wireless communication setup that prevents students from communicating with each other or browsing the web. Students can instantly communicate with the teacher and vice-verse. Students stay on task while using a mobile device.

On the Horizon:Emerging Technologies for 2011

THIS IS THE TIME OF THE YEAR FOR REFLECTIONS AND PREDICTIONS. word of the year is austerity (we know all about that in academia), and Time's Person of the Year is Mark Zuckerberg, founder of Facebook. Facebook is nearing 550 million users, and if it were a country, it would be the third largest in the world. There is no doubt that Facebook has transformed the way we connect and interact in the digital world. Indeed, connected as they are on Facebook, our students rarely use email. * Facebook phenomenon is one that educational and health care institutions are still trying to understand. But what else is in store for educators in the coming year? * Since 2002, the New Media Consortium (NMC), an international not-for-profit organization, has been publishing the Horizon Report to examine emerging technologies and their relationship to learning in higher education. Each year, the consortium establishes a multidisciplinary advisory committee to examine both published and unpublished articles, reports, and websites and to engage in dialogue to determine current trends and challenges, as well as the emerging technologies we can expect to see on the horizon. This advisory committee, with representatives from inside and outside higher education, will release the final Horizon Report in February 2011. Before the release date, there are opportunities for comment and feedback, and a preview report is available online (http://horizon.wiki.nmc.org). 20t I preview report identifies four major trends, four major challenges, and technologies to watch for across three horizons. Let's take a peek at the projections for 2011. Top Four Trends I doubt that any educators would disagree with Trend 1: The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing. However, although many (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2010) have called for the transformation of our educator role, from knowledge disseminator to coach and mentor, large numbers of educators continue their practice of lecturing with PowerPoint slides and minimal student interaction. Information is everywhere. We need to help learners make sense of information and assess its credibility. Trend 2 is a familiar one: People expect to be able to work, learn, and study whenever and wherever they want to. Nursing education has a long history of trying to meet the needs of student populations, offering alternatives such as bringing classes to service organizations, intensive weekend courses, and online programs. We understand that this is particularly important as many of our nursing students must balance school and work with family responsibilities. As described in the 2011 preview report, what we have not yet fully recognized is that learners not only want timely access to information on the network, but to their social networks that can help them interpret it and maximize its value. third trend is certainly being echoed in health care forums: The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured. Health care professionals need to work together in a collaborative manner to ensure safe and quality patient-centric care. Although collaborative learning is needed and we acknowledge the need for more interdisciplinary educational opportunities, we continually fall back to our silos and the practice of teaching to the test. final trend is probably the least recognized by educators across most disciplines: The technologies we use are increasingly cloud-based, and our notions of IT support are I would suspect that many faculty are fairly ignorant of cloud-based computing and do not keep tabs on the structure of IT services within their organizations. Most faculty just want 24/7 support; they are not aware if the support they receive is centralized or decentralized. …

The 2010 Horizon Report: Museum Edition

Abstract The 2010 Horizon Report: Museum Edition examines emerging technologies for their potential impact on and use in education and interpretation within the museum environment. The report is based on conversations and dialogues with technology and museum professionals from more than two-dozen countries.

Addressing the Perils of Peace Operations: Toward a Global Peacekeeping System

OVER THE PAST TWO DECADES, WE HAVE SEEN CONSIDERABLE PROGRESS made in international conflict management, peacekeeping, and peacebuilding. The end of the Cold War has led to the obsolescence of between major powers, and globalization has increased the interconnectedness and interdependence among people, societies, and countries. However, the longevity and large-scale nature of armed conflicts in Afghanistan, the Democratic Republic of Congo (DRC), Somalia, Chad, and Sudan with enormous humanitarian consequences are solemn reminders that international institutions and peacekeeping actions are still unable to meet global challenges with global responses. rethinking of the role of peacekeeping as an instrument of global crisis response could help to strengthen global governance in peace and security. The call for a global system in peacekeeping has been voiced by the 2009 UN report A New Partnership Agenda (New Horizon Report). It argues that international peacekeeping a global system to match the global enterprise it has become. (1) In my view, for such a system to be effective, it needs to rely more so on the broadening partnerships of the UN with various regional organizations while increasing the interface between peacekeeping and peace-building at the same time. In view of the lack of strategic consensus by the Security Council permanent members, such a system cannot be created top down, but rather it needs to be built on peacekeeping practices, norms, and interdependent relations of states and institutions. This essay will briefly look at the important progress that peacekeeping has made over the past twenty years and then explore, in view of a continuous North-South divide and a resurging Westphalian bias, what such a global peacekeeping system could look like. Peacekeeping Evolution and Transformation Following the end of the Cold War, peacekeeping became a necessary and ubiquitous tool for conflict management. The demand for peacekeeping has increased significantly since the early 1990s and analysts credit international mediation, crisis management, and peacekeeping for the up to 80 percent decline in total armed conflicts. (2) Peacekeeping underwent important transformations, driven partly by mission failures, such as Somalia, Bosnia, and Rwanda in the mid-1990s, partly by policy prescriptions of the Brahimi Report that was crafted as a response to these failures. Also, the dark side of globalization transformed the nature of peacekeeping: it facilitated cross-border criminal violence that has fueled shadow economies with the presence of illicit arms and dangerous materials, valuable natural resources, and the trafficking of humans. These remnants of war pose a formidable challenge to peacekeeping as they are transnational, often linked to local stakeholders, and nonmilitary in nature. (3) Over the past twenty years, regional organizations have become real players in crisis management, including peacekeeping action. The North Atlantic Treaty Organization (NATO), the European Union (EU), the African Union (AU), as well as the Economic Community of West African States (ECOWAS), have developed their own peacekeeping capabilities. recent report of the African Union-United Nations panel on modalities for support to AU peacekeeping operations (the Prodi Report) looks particularly at the emerging strategic relationship between the UN and the AU. (4) Most peace missions are today carried out as a partnership between two or more institutions. For instance, in 2007, forty of fifty-four peace missions involved some interinstitutional arrangement. (5) Moreover, the transformation of peacekeeping over the past decade has been characterized by an increasing emphasis on the civilian dimension. On the one hand, with civilians becoming deliberate targets or indirect victims of armed violence, the protection of civilians has become an integral, albeit not very effective part of peacekeeping missions. …

Learning Enhancement or Headache

The availability of e-textbooks is increasing along with the variety of electronic readers. According to the “2010 Horizon Report,” adoption of this technology will be widespread in academia in two to three years as it will “… reduce costs, save students from carrying pounds of textbooks and contribute to the environmental efforts…” (Johnson, Levine, Smith, & Stone, 2010, p.6). Will e-textbooks become favored by faculty in higher education? This paper will examine the benefits and limitations of e-textbooks and the attitudes of faculty and students towards using this radical alternative to the centuries-old standard of education. An exploratory case study of faculty attitudes and usages of e-textbooks at a small liberal arts university was performed.

On the horizon: technologies coming to your school soon.

EVERY YEAR, the New Media Consortium, a not-forprofit organization committed to the examination of the impact of new and emerging technologies on learning, research, and creative inquiry, collaborates with the Educause Learning Initiative to provide a comprehensive review of emerging technologies.An international advisory board spends a year examining the literature, reading research reports, and interviewing people across a variety of industries to ultimately create a list of emerging technologies that will impact teaching, learning, and research. The result of this work is the annual Horizon Report, online at www.nmc.org/publications. So, what are the trends and critical issues facing the academy in 2010? Four trends were identified: * The abundance of resources and relationships induced by open resources and social networks is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing. * More and more, people expect to be able to work, learn, study, and connect with their social networks, whenever and wherever they desire. * Technologies are becoming more decentralized. * Students are increasingly seen as collaborators, and there is more cross-campus collaboration. The first trend is based on the increasing amount of open-access resources available on the web and the growing number of learning opportunities that are accessible from a variety of sources. Institutions of higher education are not the only places to obtain knowledge and gain skills necessary to work in our society. For example, persons interested in computer programming can seek out open-access courses offered by Stanford University or MIT and learn new skills that will make them eligible for meaningful employment. They can then sit for certification offered by software companies such as Microsoft and Oracle - all without the benefit of a college degree. With the high tuition charged by colleges and universities, this approach may be a good alternative for many, and a trend that forces higher education to examine its role in mentoring and preparing students.The growing use of social networks, and the wisdom of crowds, have also become a pain point for higher education. As students call upon their networks for knowledge and answers to questions, what is the role of the instructor? Does the academy still maintain the coach and mentor role in this new world of social networks? The second trend points to two major influences in everyone's lives: mobile phones and social networking. Most of our students want immediate access to information, especially since they are juggling numerous competing demands, such as work, school, and family. A faster approach is often perceived as a better approach, and as such people want easy and timely access not only to the information on the network, but to their social networks that can help them to interpret it and maximize its value (Johnson, Levine, Smith, & Stone, 2010, p. 4). As noted in the third trend, technologies are no longer tethered to specific devices or services. The use of cloud computing and browser-based software is making information accessible from any device, anytime and anywhere. The fourth and final trend is the least pervasive in higher education, but it is gaining popularity. Some schools are already promoting a collaborative culture where students and faculty can interact with each other across departments to learn, study, and even conduct research. Given these trends, critical challenges have been identified: * The role of the academy - and the way we prepare students for their future lives - is changing. It is important for the academy to adapt teaching practices to meet the needs of students to learn critical inquiry, attain mental flexibility, solve large-scale complex problems, and, through civic engagement, examine social issues (Johnson et al., 2010). …

Understanding and Applying the Technology Forecast of the 2010 Horizon Report

At the beginning of each year the New Media Consortium releases the Horizon Report, which aims to identify and describe emerging technologies that will “likely have a large impact on teaching, lear...

Learning Enhancement or Headache: Faculty and E-Textbooks

The availability of e-textbooks is increasing along with the variety of electronic readers. According to the 2010 Horizon Report, adoption of this technology will be widespread in academia in two to three years as it will …reduce costs, save students from carrying pounds of textbooks and contribute to the environmental efforts… (Johnson, Levine, Smith, & Stone, 2010, p. 6). Will etextbooks become favored by faculty in higher education? This paper will examine the benefits and limitations of etextbooks and the attitudes of faculty and students towards using this radical alternative to the centuries-old standard of education. An exploratory case study of faculty attitudes and usages of e-textbooks at a small liberal arts university was performed.

Web 2.0 and the Impact of ICT Fuelled Participatory Culture in Rural and Remote Education

This paper and presentation reviews the collective opinion of key Australian researchers, concerning the emerging technologies most likely to have a significant impact on learning and teaching in regional, rural and remote areas. It then draws on the conclusions of the Horizon Report (2008) concerning key lCT drivers likely to influence 'learning-focused organizations'. It will examine how these drivers might be influential in practice by reflecting on the forms of 'participatory culture' outlined by Jenkins (2006). International and national case studies will be used to illustrate the practical implementation of these new resources and theoretical frameworks. These case studies include international examples such as the Jhai Project in Laos and tile One Laptop per Child Project initiated by Negroponte and colleagues at the Massachusetts Institute of Technology (MIT). National examples include a cluster of Schools west of Longreach in Queensland using videoconferencing for teacher professional learning prior to the implementation of a classroom unit enhanced by the use of blogs and robotics, and a cluster of schools in North Queensland building a hovercraft and using dataloggers to monitor and improve performance.

Towards School Library 2.0: An Introduction to Social Software Tools for Teacher Librarians

This article is an introduction to some of the most popular Web 2.0 learning tools for teachers and teacher librarians. The authors supplement their discussion of social software by describing the major tools of Web 2.0 and by illustrating how they are being applied in various school settings. Most importantly, the authors (both academic librarians) believe that social software is critical to learning in the digital age, and cite several major educators in this area to bolster their perspectives. A number of these emerging tools impact teaching, learning and creative expression within learning-focused organizations (Horizon Report, 2008) and encourage collaboration, knowledge-building and collective intelligence ('wisdom of the crowds'). In promoting Web 2.0, we argue that teacher librarians can play prominent roles in K-12 schools and raise awareness of relevant pedagogies for the iGeneration (Wikipedia, 2008). Many teachers have already dubbed this trend School Library 2.0 (Harris, 2005). Introduction Today's digital youth are in the process of creating a new kind of literacy... an evolving skill beyond the traditions of reading and writing into a community of expression and problem-solving ...changing [our] world. (Fanton, 2007) In the 21st century, teachers and teacher librarians are charged with providing instruction in information, visual and technological as well as teaching the specific skills of digital literacy for K-12 students using a variety of software tools (Horizon, 2008). By utilizing social software in schools and learning resource centres (SLRCs), teachers and librarians can find ways to demonstrate their knowledge of information and communication technologies (ICTs) (Richardson, 2006) and work to promote digital learning across the lifespan. According to Statistics Canada (2004), teacher librarians have a considerable positive influence in promoting the ideals of lifelong learning. They contribute to the intellectual life of schools by promoting information literacy (AASL, 2008) and integrate information technologies into their work (Kirkland, 2007). In the Web 2.0 era, all educators can use social software tools or social media to promote online participation, digital literacy and lifelong learning for their K-12 students. What is School Library 2.0? Beyond the tools themselves, Web 2.0 is often described as an interactive, highly social digital milieu (Solomon & Schrum, 2007; Richardson, 2006). This media-rich space is conducive to student interaction and collaboration due to an infinite variety of Web 2.0 tools-blogs, wikis, RSS, podcasts and social networking sites such as MySpace and Facebook (Kirkland, 2007). As many of these Web 2.0 tools are brought into the classroom, the nature of student work and learning changes. When a student's work is seen, and commented on, and collaboratively enhanced by a larger participative audience, students are drawn into extended educational 'conversations' (Hargadon, 2008). A critical question in this discourse, however, is which Web 2.0 tools are the most useful and which promote learning? Generally, we believe that social media encourages students to interact in new, meaningful ways and engages them in a technological universe that they have grown up in. As Harris (2005) rightly suggests, The digitally reshifted school library draws upon ideas from Web 2.0 and Library 2.0 to create a vision for School Library 2.0. ...School Library 2.0 is about creating a participatory, social, user-centered environment rich with technology that is focused on interactivity and collaboration. This transformation must be based on one primary goal - student success (¶ 28). The social, participatory Web now seems increasingly important to academic success, even integral to building a digital identity for many teens and pre-teens (Boyd & Ellison, 2007). However, compared to their technology-infused lives at home, Prensky (2008) reports that middle- and high-school students state that activities at school are 'boring' between 50-70% of the time. …

Nursing education 2.0: second life.

DO YOU EVER DREAM ABOUT HAVING A SECOND LIFE? Have you ever wished that you took an alternative path in your life's journey? Well, there good news. You can have a second life. You can create a virtual life in a virtual new world. * This the second in a series about Web 2.0 tools and how you can use them to transform nursing education. According to the 2007 Horizon Report, the time-to-adoption for virtual world between two and three years (1, p. 18). So, unless you are retiring within that window, you might want to learn more about the potential of virtual worlds in nursing education. Worlds When most of us think of virtual worlds, we picture video games where people shoot aliens or slay dragons, or wear helmets and data gloves to participate in a different reality. But here we are talking about the virtual worlds that exist on the Internet and make use of Web 2.0 technologies to create simulated experiences. Virtual worlds are richly immersive and highly scalable 3D (1, p. 18). most popular are multiuser spaces where many people (avatars) interact with each other in real time (1). worlds are not just for computer geeks. Real corporations, such as BMW, American Apparel, and Coca-Cola, use them to sell products. BusinessWeek Online has a good slide show of companies using virtual worlds (http://images.businessweek.com/ss/06/11/ 1117_secondlife/index_01.htm) on a site developed in 2006. Another website, Business Communicators of Second Life[R], provides an extensive listing of uses (http://freshtakes.typepad.com/sl_commu nicators/projects/index.html). Even the National Review of Medicine talking about Second Life (2). According to Dede, The standard 'world to the desktop' interface now complemented by multi-user environments in which people's avatars interact with each other, computer-based agents, and digital artifacts in a simulated context (3). This important because neomillennial learning styles include: fluency in multiple media and in simulation-based virtual settings, communal learning, a balance among experiential learning, guided mentoring and collection reflection.... and co-design of learning experiences personalized to individual needs and preferences (3). Mediated immersion how this generation of learners will construct their knowledge (3). So, forget the idea that virtual worlds are merely games and remember that pure virtual worlds like Second Life ... can be applied to any context (1)--even higher education and health care. Let's start with a description of Second Life (SL). According to the homepage (www.secondlife.com/), SL is a 3-D virtual world entirely built and owned by its residents. In this case, resident refers to an end user, who represented in the virtual world as an avatar. In case you are not familiar with the term, an avatar a representation of oneself in a two- or three-dimensional world. Your avatar can be a character, person, or even an animal or icon. For example, I can be a Teaching Diva with purple hair if I want, or a nurse dressed like Florence Nightingale. According to Wikipedia, SL was developed by Linden Lab and an advanced level of social network ... where Residents can explore, meet other Residents, socialize, participate in individual and group activities, create and trade items (virtual property) and services from one another (4). To get an idea of what it like to be part of SL, a YouTube video will take you on a tour of Thomson NETg (a major publisher) in Second Life at www.youtube.com/watch?v=4HYi HOmaFyk. Relationship to Learning So, why SL important to higher education? This particular tool represents common features of the Web 2.0 movement. First, it an immersive environment where users interact and construct knowledge. Second, it highly dependent on user-generated content. Remember, the web moving from a dissemination tool to one where users create and design to add value. …

Do libraries matter?

PurposeThis editorial considers the question “do libraries matter?” from a variety of perspectives and angles.Design/methodology/approachFour recent documents are examined – Chad and Miller's, 2005 white paper, “Do libraries matter? The rise of Library 2.0.” from Talis; the Bibliographic Services Task Force (BSTF) final report (December 2005) from the University of California, Rethinking How We Provide Bibliographic Services for the University of California; OCLC's 2005, Perceptions of Libraries and Information Resources; and the Horizon Report, 2006, a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative, an EDUCAUSE program.FindingsSeveral themes surface again and again in the documents examined. These include: the increasing impact of emerging technologies on our users and on our libraries; changing attitudes toward technology and communication; and changing interests, behaviors, habits and expectations of our modern users. The article concludes that while libraries and information professionals are relevant in today's society, the challenge to remain as relevant as other information providers is indeed formidable, and remaining relevant demands change.Practical implicationsInforms and stimulates discussion about the information landscape and our place and position in it.Originality/valueReinforces the widely‐held belief that libraries matter, and that libraries, as well as information professionals remain relevant in today's world. Challenges the reader to think about significant issues and trends impacting libraries today.

Reviews of Books

Book reviewed in this article:CONVERSATIONS ON UNITY: Relations between Anglican and Presbyterian Churches. A Joint Report.Conversations between the Church of England and the Methodist Church.INDIVIDUALS AND MOVEMENTS Lights and Shades of Christendom. Volumes 2 and 3. By H. Pakenham‐Walsh.THE APPEAL OF ISLAM Islam in West Africa. By J. S. Trimingham.ISLAM TO‐DAY Islam in Modern History. By Wilfred Cantwell Smith.JESUS AND JUDAISM IN JEWISH THOUGHT Stimmen aus dem Neureligiösen Judentum. By Gerhard Jasper: Hamburg‐Bergstedt: Herbert Reich, Evangelischer Verlag.MISSIONARY HISTORY IN EGYPT Vindicating a Vision. By E. E. Elder.THE MEDICAL MISSIONARY Bonganga: The Experiences of a Missionary Doctor. By Sylvia and Peter Duncan.A JUSTIFICATION OF PROTESTANTISM Religion and Faith in Latin America. By W. Stanley Rycroft.SELF‐EVALUATION IN LATIN AMERICA Latin American Catholicism: A Self Evaluation. (World Horizon Reports, No. 23.) By William J. Coleman, M.M. Maryknoll, New York: Maryknoll Publications.CHALLENGE TO THE CHURCH IN INDIA For This Purpose: A case study of the Telugu Baptist Church in its relation with the South India Mission of the American Baptist Foreign Mission Societies in India. By Alvin T. Fishman.Church Growth and Group Conversion. By J. W. Pickett, A. L. Warnshuis, G. H. Singh, D. A. McGavran.STEWARDSHIP AND GIVING What is Christian Giving? By Brian Rice.The Christian Stewardship of Money. London: Church Information Office, for the Central Board of Finance of the Church of England.THE SIGNIFICANCE OF KANZō UCHIMURA Jesus, Japan and Kanzō Uchimura. By Raymond P.SEGMENTARY SOCIETIES IN AFRICA Tribes Without Rulers: Studies in African Segmentary Systems. Edited by John Middleton and David Tait.