Three views of fairness in a school-based assessment scheme of practical work in biology

This interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme?the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.     

Turning Crisis into Opportunity: Nature of Science and Scientific Inquiry as Illustrated in the Scientific Research on Severe Acute Respiratory Syndrome

Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum, including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics, social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly teaching the prominent features of NOS and scientific inquiry identified in the SARS research.

Levels of enzymes in leukaemic mice treated withAeromonas L-asparaginase

L-asparaginase isolated in our laboratory fromAeromonas has been found to be antileukaemic. In the present study changes in the levels of serum enzymes in leukaemic mice and under treatment withAeromonas L-asparaginase has been compared. A significant increase in the levels of serum lactate dehydrogenase with tumour growth and a decrease during therapy was observed. A significant decrease in alanine transaminase activity during tumour growth and an increase during treatment was noticed. Increased levels of aspartate transaminase and alkaline phosphatase was observed during enzyme therapy. Total acid phosphatase was found to be increased during tumour growth and decreased considerably during treatment.     

Talent identification and early development of elite water-polo players: a 2-year follow-up study

The processes of talent detection and early development are critical in any sport programme. However, not much is known about the appropriate strategies to be implemented during these processes, and little scientific inquiry has been conducted in this area. The aim of this study was to identify variables of swimming, ball handling and physical ability, as well as game intelligence, which could assist in the selection process of young water-polo players. Twenty-four players aged 14–15 years underwent a battery of tests three times during a 2-year period, before selection to the junior national team. The tests included: freestyle swim for 50, 100, 200 and 400?m, 100-m breast-stroke, 100-m ‘butterfly’ (with breast-stroke leg motion), 50-m dribbling, throwing at the goal, throw for distance in the water, vertical ‘jump’ from the water, and evaluation of game intelligence by two coaches. A comparison of those players eventually selected to the team and those not selected demonstrated that, 2 years before selection, selected players were already superior on most of the swim tasks (with the exception of breast-stroke and 50-m freestyle), as well as dribbling and game intelligence. This superiority was maintained throughout the 2 years. Two-way tabulation revealed that, based on baseline scores, the prediction for 67% of the players was in agreement with the final selection to the junior national team. We recommend that fewer swim events be used in the process of selecting young water-polo players, and that greater emphasis should be placed on evaluation of game intelligence.     

Same Assessment,Different Practice: Professional consciousness as a determinant of teachers' practice in a school-based assessment scheme

The forms that assessment takes are widely recognised as determinants of educational practice. This paper, however, argues that a teacher's professional consciousness is a more fundamental determinant of teaching practice. To explore the issue, this paper examines data from a larger study which set out to examine the relationship between teachers' practice and their beliefs in the context of a mandatory school-based assessment scheme. Using a theoretical framework that advocates an emancipatory approach to educational changes, it was found that some teachers adopted a passive role regarding policy interpretation and implementation while others adopted a more critical stance in interpreting the policy requirements, demonstrating a more proactive approach in its implementation. The emancipatory approach is conceptualised in terms of three key dimensions: professional confidence, professional interpretation and professional consciousness. The findings of the study carry implications for teacher professional development.     

Understanding customer experiences in online blog environments

Blogs have recently become an influential medium and have demonstrated enormous marketing power. Consumers can freely conduct ongoing information searches through this new channel. However, the credibility of blogs plays an important role in creating opportunities for positive customer experiences that can shape consumers’ product/service purchase intentions and decisions. In light of this observation, this study proposes a theoretical framework that delineates the relationship among information credibility, customer experiences, and purchase intention in the blog environment. Data collected from 468 subjects in specific corporate blogs provide support for the proposed model using partial least squares (PLS). The results indicate that information credibility is critical for facilitating customer experiences, which, in turn, is necessary to enhance purchase intention. Additionally, greater involvement with blog significantly increases the effect of customer experiences on purchase intention. The detailed theoretical and managerial implications are presented.     

Queer Imag(in)ing: Liminality as Resistance in Lindqvist's Let the Right One In

This essay explores queer imag(in)ing by analyzing a contemporary vampire text, Let The Right One In, by John Ajvide Lindqvist. As I argue, the rhetorical act of humanizing vampires is inherently limiting for (queer) audiences and indicative of processes that seek to clarify, assimilate, and tame—in short, normalize, which as Michel Foucault states “imposes homogeneity” by stamping out difference. Furthermore, I argue that a text can actively resist moments of normalization with the strategic use of what Victor Turner calls liminality—a (queer) rhetorical tactic that resists while seemingly/simultaneously buttressing a liberal humanist belief wherein difference is denied thus displacing and denying the significance of the Other.