The role of genomics in medicine―past, present and future

The fundamental idea that responses to environmental factors or treatments is to be found in our individual differences,the underlying concept of“genomic medicine”,is rooted in antiquity and based on millennia of simple observation.Simply put,the objective of genomic medicine is to determine the genetic bases of those differences in response to en-vironmental agents,including medications,and dif-ferences that may predispose to the development of common and potentially personally devastating a…     

Teachers for the gifted — past,present and future

The issue of how teachers for the gifted should be trained and selected is closely related to the historical and philosophical views of education in general.     

Video-assisted thoracic surgery——the past, present status and the future

Video-assisted thoracic surgery （VATS） has developed very rapidly in these two decades, and has replaced conventional open thoracotomy as a standard procedure for some simple thoracic operations as well as an option or a complementary procedure for some other more complex operations. In this paper we will review its development history, the present status and the future perspectives.     

Video-assisted thoracic surgery―the past, present status and the future

VATS,THE PAST Historical perspective The application of thoracoscopy can be traced back to nearly one hundred years ago,when Dr.Jacobaeus(1910)first reported his experiences in the diagnosis and treatment of pleural effusions by tho-racoscope in1909.Most patients who needed to un-dergo thoracoscopy at that time suffered from pul-monary tuberculosis(TB)(“the era of enthusiasm”)(Cutler,1933),and was rarely performed after the development of chemotherapy for patients with TB after the195…     

‘Forgotten’ democracy,student activism,and higher education in Myanmar: past,present, and future

Asia Pacific Education Review - This paper is a historical examination of higher education in contemporary Myanmar, and its relationship to the students, the most important and visible actor in...     

C — Past, present, and future — A perspective

This article looks at the development of the C language from its inception to the present day. The salient features of the language, which are of importance both historically as well as from the point of view of the industry, are brought out. Also, the impact of C as a cross-platform developmental language is highlighted.     

The role of relevance in future teachers’ utility value and interest toward technology

Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers’ utility value and interest toward technology integration. The findings from 111 preservice teachers revealed that reflecting on the connections of technology to future teaching increased their maintained interest in technology integration regardless of their situational interest levels. Reflections also helped them recognize technology-supported classroom management strategies in their current implementations. Differences observed between elementary and secondary preservice teachers highlighted a need for helping secondary preservice teachers develop higher interest and deeper understanding of utility values of technologies for future practices. Results also underscored the importance of emphasizing various benefits of technology regarding collaboration, assessment, and self-paced learning—utility values that were minimally observed in the study.     

The future is present in the past: A meta-analysis on the longitudinal associations of parent–adolescent relationships with peer and romantic relationships

Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent–adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k = 54 involving peer relationships, k = 38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent–adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k = 54) indicated that supportive parent–adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent–adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships.     

The role of language and learning models in student-directed CALL

The development of CALL has been accompanied by a debate about which theoretical foundations it should be built upon. This paper will ask what the relationship between CALL and models of language and learning has been, and consider what it should be. Research undertaken using ICT in order to identify issues relevant to second language acquisition (SLA)will be examined, and its implications noted. The application of interactionalist models of SLA will be considered and the contribution that task-based language learning could make to CALL investigated. The concept of "student-directed" CALL is used in order to distinguish the SLA-based interactionalist models proposed from the many CALL approaches based on gap fills, drilling, etc. and from the many tutor-led programmes in areas such as EAP.     

The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.     

The role of metacognition in reading‐accuracy learning and instruction

Abstract

Effective metacognition powerfully supports actioning of complex tasks. The complexity of English orthography makes mastery of reading accuracy (word identification) an extremely complex task. At‐risk readers thus are likely to benefit greatly from effective metacognition of reading accuracy. Optimal reading‐accuracy instruction involves development of conceptual, procedural and conditional knowledges, evidenced in concept and skills development, strategy usage and metacognitive actioning. It is considered likely that metacognition of reading accuracy and metacognition of cognitive processing both support reading‐accuracy mastery in children with reading disability. Student metacognition (baseline and learned) and the role of instructional scaffolding as metacognitive supports are considered integral aspects of skill mastery and generalisation. Needs for research on metacognition in reading‐accuracy development are discussed.     

The role of history in teaching science — A case study

One of the most interesting aspects of late-nineteenth-century France was the extraordinary interest the public expressed in science. Its adulation of Pasteur was only one of the many manifestations of this interest. It was also expressed in the widespread popularity of scientists as public figures and in the increasing public and private financial support of science. While popularity of science was created in the general public by fiction and by the various international world fairs held in Paris, it was strongest and most important in the middle classes.This paper examines one of the key methods used to stimulate bourgeois interest in science in France during the Second Empire and early Third Republic (1852–1895): the campaign to create ascience vulgarisée, a popularized science. While a number of different approaches used by these popularizers are examined, the article concentrates on the science writings of Jules Michelet and Jules Verne, both of whom were immensely successful in creating a favorable climate of opinion for French science. The article concludes by suggesting how such an approach could be modernized and utilized in order to create greater scientific literacy and a similar acceptance by the public today.     

The role of relational resilience in teachers’ career-long commitment and effectiveness

At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers’ external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three-year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers’ capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.     

The 1923 Egyptian Constitution – vision and ambivalence in the future of education in Egypt

The 1923 Constitution prepared the legal framework for Egypt’s semi-independence from British imperial control under a newly established liberal monarchy. This Constitution carried a promise for a significant change in setting the ground for a nascent national system of mass elementary education for boys and girls that would also be free of charge and compulsory. As I discuss in this article, this vision hardly matched Egyptian socio-economic and cultural realities of the time. I explore this gap through a study of the deliberations of the Constitutional Commission that first drafted and later debated the various articles of the Constitution. I argue that the Constitutional Commission followed a consensus, in both Egypt and abroad, over the necessity of establishing a national system of mass education as a means for a broader social reform. Setting high expectations, this consensus would simultaneously enhance national education and the future setbacks that would beset its implementation.