How to retain postgraduate students in engineering programmes: a practical perspective

Six factors for pursuing an engineering postgraduate programme at Griffith University including (i) programme quality; (ii) employment prospects; (iii) practicality; (iv) personal interest; (v) popularity; and (vi) reputation; and 11 factors for not pursuing this engineering programme including (i) employment prospects; (ii) degree of difficulty; (iii) loss of interest; (iv) interaction with classmates and lecturers; (v) financial difficulty; (vi) programme quality; (vii) persuasion from other institutions; (viii) obligation to family; (ix) career change; (x) self-confidence; and (xi) relocation are studied in this paper. A questionnaire survey on factors for pursuing and against pursuing the programme is conducted. Individual interviews are conducted to gather further information and clarification on the survey. F-tests, relative important index values and spectral behaviour of all factors are estimated. It is found that employment prospects and programme quality are the major factors for pursuing and for not pursuing the programme.     

Persuasive communication: A theoretical model for changing the attitude of preservice elementary teachers toward metric conversion

This study was based on Hovland's four-part statement, “Who says what to whom with what effect,” the rationale for persuasive communication, a theoretical model for modifying attitudes. Part I was a survey of 139 perservice elementary teachers from which were generated the more credible characteristics of metric instructors, a central element in the “who” component of Hovland's model. They were: (1) background in mathematics and science, (2) fluency in metrics, (3) capability of thinking metrically, (4) a record of excellent teaching, (5) previous teaching of metric measurement to children, (6) responsibility for teaching metric content in methods courses and (7) an open enthusiasm for metric conversion. Part II was a survey of 45 mathematics educators where belief statements were synthesized for the “what” component of Hovland's model. It found that math educators support metric measurement because: (1) it is consistent with our monetary system; (2) the conversion of units is easier into metric than English; (3) it is easier to teach and easier to learn than English measurement; there is less need for common fractions; (4) most nations use metric measurement; scientists have used it for decades; (5) American industry has begun to use it; (6) metric measurement will facilitate world trade and communication; and (7) American children will need it as adults; educational agencies are mandating it. With the “who” and “what” of Hovland's four-part statement defined, educational researchers now have baseline data to use in testing experimentally the effect of persuasive communication on the attitude of preservice teachers toward metrication.     

A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis

Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment (EcoMUVE) and the rate of change in their interest in EcoMUVE; and (b) the mediating effect of students' initial interest in EcoMUVE and rate of change in interest on students' post-intervention science self-efficacy and interest in science. Results showed that: (1) students' pre-intervention self-efficacy for science had an effect both on students' triggered situational interest for EcoMUVE and on students' maintained situational interest for EcoMUVE; (2) both triggering and maintaining situational interest in EcoMUVE were important in developing students' science self-efficacy. In fact, maintained situational interest was the stronger predictor; and (3) maintained situational interest for EcoMUVE translated into individual interest for the science content. Results support and extend social cognitive theory as well as models of interest development.     

Career counseling centers in higher education: A study of cross-cultural applications from the United States to Korea

Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature adequately address the question as to what applications can be cross-culturally transferred from career counseling centers in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b) staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h) information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for future research are discussed.     

How can Korean older adults be encouraged to become more involved in volunteer activities?

ABSTRACT

This qualitative study explored how Korean older adults can be encouraged to become more involved in volunteer activities. The study utilized in-depth, face-to-face interviews with twelve practitioners in senior volunteering fields in South Korea. The themes were (a) helping seniors become involved in volunteer activities; (b) developing programs to satisfy both the demand for and the needs of senior volunteers; (c) leveraging volunteer groups with elderly group leaders; (d) providing financial support for the cost of volunteer activities; (e) preventing dropout through personal support and mediation; (f) empowering service recipients for recruitment through one-to-one contact; (g) establishing a dedicated volunteer manager for senior volunteers; and (h) cultivating a privately led organization dedicated to senior volunteering. The results are expected to promote volunteer involvement among older adults based on the experiences of practitioners and to provide practical educational implications for instructors teaching and equipping college/graduate students or field practitioners who are new to the older population.     

Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar

Abstract

In this commentary, we propose a framework for applying the Complex Dynamical Systems (CDS) approach in educational research. Drawing on the conceptual articles in the special issue for ontological, theoretical, and methodological principles, and on the empirical articles for examples of these principles’ application, we suggest six interdependent steps for researchers who seek to pursue educational research from the CDS approach: (1) Conceptualizing the phenomenon as a CDS; (2) Defining a theory of the relevant CDS level; (3) Generating a CDS research goal and question; (4) Selecting a CDS corresponding methodology for data collection and analysis; (5) Interpreting the findings as a CDS; and (6) Disseminating the knowledge to relevant audiences and participating in a CDS scholarly community. We end the commentary with several of the promises and challenges of applying the CDS approach in educational research.     

The stability of Koppitz scores on the Bender-Gestalt for reading disabled children

The test-retest reliability of the Bender was examined for a sample comprised of 84 reading disabled children. The time interval between the first and second administrations of the test ranged from 12 to 24 days. The total working time necessary to reproduce the designs was considered along with total Koppitz score and errors of distortion, rotation, integration, and perseveration. The reliability estimated (r = .83) was quite satisfactory, and the estimate for working time (r = .70) was large enough to indicate a relatively stable behavioral dimension. The estimates for errors of distortion (r = .62) and rotation (r = .56) were somewhat smaller. The estimates for integration (r = .33) and perseveration (r = .29) errors were significant but much smaller than those for other scores.     

A new context for understanding civic responsibility: Relating Culture to Action at a Research University

Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s (1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university (a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies and student development research.     

WISC-R factor structures among White,Mexican American,and African American children: A research note

The factor structure for the Wechsler Intelligence Scale for Children-Revised (WISC-R) was investigated for White (n = 183), Mexican American (n = 129), and African American (n = 139) nonreferred school-age children (6.8 to 14.6 years) of low-to middle-class socioeconomic background. Exploratory and confirmatory factor analyses were performed. The WISC-R factor structure model tested was Kaufman's (1975) three-factor solution that consisted of Verbal Comprehension (VC, Factor 1), Perceptual Organization (PO, Factor 2), and Freedom from Distractibility (FD, Factor 3). The results of the exploratory analyses showed Kaufman's three-factor solution for the three ethnic groups, but the order of Factor 2 and Factor 3 was reversed for the Mexican American and African American samples—thus raising questions about the comparability of the WISC-R factor structure across groups. The confirmatory analyses, which used the orthogonal nested factors approach by Gustafsson and Balke (1993), resulted in a model (for each of the ethnic groups) in which a G factor explained most of the variance (followed by the nested first-order factors—VC, PO, and FD). The results of the confirmatory analyses provide some support for David Wechsler's (1974) original intentions that the WISC-R structure is best described as having a general, or global, factor. © 1997 John Wiley & Sons, Inc.     

Δ2 and χ2 I2 fit indices for structural equation models: A brief note of clarification

Marsh and Balla (1986) and Marsh, Balla, and McDonald (1988) proposed an index of fit called χ²I2, but McDonald and Marsh (1990) subsequently demonstrated that the index is biased and recommended that it not be used. Bollen (1989) independently proposed Δ2 which is the same as χ²I2 (hereafter referred to as χ²I2‐Δ2), indicating that it adjusts for sample size and degrees of freedom (df). Gerbing and Anderson (1992), apparently based on the assumption that the χ²I2‐Δ2 index is unbiased and appropriately corrects for df (penalizes a lack of parsimony), recommended its use, and the index is routinely presented by major computer programs (e.g., EQS and LISREL 8). However, a more critical evaluation of the χ²I2‐Δ2 index reveals that: (a) it is systematically biased (i.e., its value varies systematically with N) although the size of the bias may be small; (b) the adjustment for df is inappropriate in that it penalizes model parsimony instead of model complexity; and (c) the inappropriate penalty for model parsimony is larger for small N. Because of these undesirable properties, the χ²I2‐Δ2 index is not recommended for routine use.     

Experimental study on the inhibition of biological reduction of Fe(III)EDTA in NO x absorption solution

Scrubbing of NO _x from the gas phase with Fe(II)EDTA has been shown to be highly effective. A new biological method can be used to convert NO to N₂ and regenerate the chelating agent Fe(II)EDTA for continuous NO absorption. The core of this biological regeneration is how to effectively simultaneous reduce Fe(III)EDTA and Fe(II)EDTA-NO, two mainly products in the ferrous chelate absorption solution. The biological reduction rate of Fe(III)EDTA plays a main role for the NO _x removal efficiency. In this paper, a bacterial strain identified asKlebsiella Trevisan sp. was used to demonstrate an inhibition of Fe(III)EDTA reduction in the presence of Fe(II)EDTA-NO. The competitive inhibition experiments indicted that Fe(II)EDTA-NO inhibited not only the growth rate of the iron-reduction bacterial strain but also the Fe(III)EDTA reduction rate. Cell growth rate and Fe(III)EDTA reduction rate decreased with increasing Fe(II)EDTA-NO concentration in the solution. Project (No. 20176052) supported by the National Natural Science Foundation of China and the Scientific Research Foundation for Returned Overseas Chinese Scholars, Ministry of Education     

Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.     

Relations between early majority language and socioemotional development in children with different language backgrounds

This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001–2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (βs = .05, −.07, −.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (β = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (β = −.17).     

From Colorblindness to Intercultural Sensitivity: Infusing Diversity Trainingin PETE Programs

In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.     

Cu（II）和Ni（II）对四环素在官能团化碳纳米管上吸附的影响

研究目的：探究四环素在不同官能团化碳纳米管上的吸附机制,并揭示Cu（II）和Ni（II）对四环素与碳纳米管间作用的影响机制。创新要点：1.碳纳米管对四环素的吸附与其表面官能团种类密切相关;2.金属离子对碳纳米管吸附四环素的影响能力与金属离子络合性能相关。研究方法：采用批量吸附试验和谱学手段表征相结合的研究方法。重要结论：四环素在不同官能化碳纳米管上吸附能力的强弱顺序为：石墨化碳纳米管（G-MWCNTs）〉羟基化碳纳米管（OH-MWCNTs）〉羧基化碳纳米管（COOH-MWCNTs）〉氨基化碳纳米管（NH2-MWCNTs）,碳纳米管表面的官能团类型和数量对四环素与碳纳米管间的作用机制有重要影响（表1和图2）。Cu（II）和Ni（II）对四环素在G-MWCNTs 上的吸附几乎没有影响,但对在其它三种官能团化的碳纳米管上的吸附表现出不同的影响能力（图3）。与Ni（II）相比,Cu（II）与碳纳米管上官能团具有更强的络合能力,因此Cu（II）对四环素在不同碳纳米管上吸附的影响要比Ni（II）更显著。     

Customizing Instruction to Maximize Functional Outcomes for Students With Profound Multiple Disabilities

This article describes a process for customizing instruction for students with profound multiple disabilities that has been used to design instructional programs and maximize the attainment of functional outcomes for students. The process focuses on collaborative teamwork and problem solving to design and implement instructional programs by ensuring that the 5 components of the process are included. Team members determine (a) prepositioning handling procedures; (b) overall body positioning for instruction; (c) hand, arm, and head positioning; (d) instructional adaptations and materials; and (e) handling procedures to combine with systematic instructional strategies.     

Reviews

Books Reviewed:
Burt, Gordon (1999) Questioning Quality
Eisenstadt, Marc & Vincent, Tom ed (2000) The Knowledge Web
Gilbert, Nigel & Troitzsch, Klaus (1999) Simulation for the Social Scientist
Kember, David (2000) Action Learning and Action Research
Smithers, Alan & Robinson, Pamela (2000) Further Education Re-formed
Simpson, Ormond (2000) Supporting Students in Open and Distance Learning
Also received
Brown, Stephen ed (1999) Open and Distance Learning: Case Studies for Industry and Education
Casey, Jean M (2000) Early Literacy
Casey, Jean M (2000) Creating the Early Literacy Classroom
Jenkins, Clare & Morley, Mary ed (1999) Collection Management in Academic Libraries
Race, Phil (1998) 500 Tips for Open and Flexible Learning
Rubin, Richard (1998) Foundations of Library and Information Science
Schwehn, Mark ed (2000) Everyone a Teacher
Tye, Barbara (2000) Hard Truths
Fawkes, Steve et al eds (1999) Using Television and Video to Support Learning     

Conference Report

This study identified and described adolescents' exclusion rules and how they were related to their real world exclusionary behaviours. Adolescents (N = 682) were asked to provide (a) an account and rationale for excluding a peer who wanted to join their group; and (b) general rules for when exclusion was fair. A content analysis of the narratives suggested seven rejection rules that were somewhat consistent with adolescents' reported acts of social exclusion: (a) unattractive; (b) punishment; (c) dangerous; (d) group loyalty; (e) benevolent protection; (f) unqualified; and (g) never. The data demonstrated that adolescent peer groups provide fertile soil for cultivating and performing moral exclusion. Both theoretical and applied implications of the findings are discussed.     

Parental Expectations of Early Childhood Services for Preschool Children: The case of policy change in Greece

This study aimed to investigate parental expectations of early childhood education and care services for young children. A total of 582 parents participated in the research and answered a range of questions relating to their expectations of the social and educational role of early childhood education services in Greece. The findings of the research confirmed that the administrative division between the types of preschool establishments are related with parental expectations for care provision (p < 0.001) and support for their needs (p < 0.05) during their absence from home to work. Also there was strong evidence that parents had high expectations for their collaboration with teachers of early childhood education about (a) solving their personal problems with their child at home (p < 0.001) (b) ensuring the best care provision for their child (p< 0.001) in the early childhood setting and (c) keeping their child happy at the preschool institution with fun activities when they have to go to work (p <0.001).