Teacher-student development in mathematics classrooms: Interrelated zones of free movement and promoted actions

This paper applies and extends Valsiner’s ‘zone theory’ (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner’s zone theory, in a classroom setting, views students’ freedom of choice of action and thought as mediated by the teacher. The extension of this theory adds that teachers’ freedom of choice of action and thought is mediated by ‘significant others’ and also by the actions of students with new freedoms. The paper presents necessary theoretical constructs and provides extracts from lessons and from teacher-teacher collaboration to illustrate the theoretical extension.     

Correlation between serum lipid profile and carotid intima-media thickness in Polycystic Ovarian Syndrome

Abnormal lipid profile is often found in women with Polycystic Ovary Syndrome. To assess the impact of abnormal lipid profile on atherosclerosis in young Polycystic Ovary Syndrome women, carotid intima-media thickness as judged by B-mode ultrasonography were done in 30 young (18–35 yrs) Polycystic Ovary Syndrome women and in similarly age-matched 30 apparently healthy controls. Compared to controls, young Polycystic Ovary Syndrome women had significantly elevated serum total cholesterol, triglyceride and LDL-C levels and carotid intima-media thickness. HDL-C level did not differ significantly between two groups of women. In Polycystic Ovary Syndrome women carotid intima-media thickness was positively correlated with serum total cholesterol, triglyceride and LDL-C and negatively correlated with serum HDL-C. Our study suggests that even young Polycystic Ovary Syndrome women are prone to atherosclerosis from early age.     

Fake News

Much has been written about the alleged “crisis” of journalism, with narratives of cultural pessimism centred on the decline of legacy news media, and print media in particular. Whilst factually accurate in parts, such narratives offer an incomplete picture not just of how journalism is declining, but also evolving as it transitions in the digital age. This paper is funded by a major Australian Research Council-study of “Journalism beyond the crisis”, a project which seeks to evaluate the emerging assemblage of journalistic forms, practices, and uses in a transnationally comparative study across four different countries. The present study is a first step in investigating how journalists perceive their roles at a time in which the legitimacy of factual accounts of current events is increasingly put into question. To do so, it draws on in-depth interviews with senior journalists based in London and Sydney, providing topical insights into how these practitioners understand their role in an era of “fake news”. The findings indicate that journalists are particularly concerned about a decrease of public trust in the media, and urge colleagues to adapt more rigorous fact-checking techniques – particularly at times when the role of journalism as a “watchdog” over society appears to be most crucial.     

A social theory perspective on e-learning

Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software, essentially neglects the more socio-cultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally engaged look at e-learning for workplace learning and pedagogy. In so doing, this article proposes a theoretical framework derived from the social theory of Jean Baudrillard (1929–2007), with a focus on his seminal, metaphorical notion of ‘simulation’. Finally, this metaphor is applied as a theoretical framework to discern the socio-cultural significance of the present trajectory of technological environments for workplace learning and their potential for conveying socially and (multi)culturally relevant workplace learning pedagogy.     

Restrictive versus facilitative teacher professional development: a case from three public schools in Indonesia

Asia Pacific Education Review - This paper argues that the professional learning of teachers is shaped and conditioned by the circumstances, arrangements, and specificity of teacher professional...     

Effects of neuromuscular fatigue on perceptual-cognitive skills between genders in the contribution to the knee joint loading during side-stepping tasks

This study investigated whether neuromuscular fatigue affects the neuromuscular control of an athlete within a sports context setting and whether these effects were more pronounced in the females. Lower limb joint kinetics of 6 male and 6 female inter-varsity soccer players performing side-stepping tasks in non-fatigue versus fatigue and anticipated versus unanticipated conditions were quantified using 10 Motion Analysis Corporation cameras and a Kistler^? force platform. The Yo-Yo intermittent recovery Level 1 fatigue protocol was employed. Stance foot initial contact and peak forces, and peak joint knee moments of the lower limb were submitted to a 3-way mixed-model repeated measure ANOVA. The results suggested that males tend to elicit significantly higher knee joint loadings when fatigued. In addition, males elicited significantly higher peak proximal tibia anterior/posterior shear force, vertical ground reaction force at initial contact and peak internal rotational moments than females. These findings suggested that males were at greater overall injury risk than females, especially in the sagittal plane. Neuromuscular control-based training programmes/interventions that are designed to reduce the risk of the non-contact ACL injury need to be customised for the different genders.