Book reviews

Galmés de Fuentes, Aivara. Toponimia de Alicante (La oronimia). Alicante: Universidad de Alicante, 1990.91 pp., index of names; paperback.

Arié, Rachel. L'Occident musulman au Bas Moyen Age. Paris: De Boccard, 1992.131 pp.

Lev, Yaacov. State and Society in Fatimid Egypt (Arab History and Civilization: Studies and Texts, 1) Leiden: E.J. Brill, 1991. x+217 pp. Hfl. 110.‐

Melville, Charles and Ubaydli, Ahmad, eds. Christians and Moors in Spain, vol. III: Arabic Sources (711–1501). Warminsten Aris & Phillips, 1992. xviii+202 pp. £35 (cloth), £11.95 (paperback).

López Baralt, Luce. Islam in Spanish Literature from the Middle Ages to the Present. Leiden and San Juan: E.J. Brill and Universidad de Puerto Rico, 1992.323pp. Hfl. 145.‐

Baer, Eva. Ayyubid metalwork with Christian images. (Studies in Islamic Art and Architecture / Supplements to Muqarnas, 4). Leiden: E. J. Brill, 1989.55pp. 128 ills. (b/w). Hfl. 65.‐

Stroumsa, Sarah. Dāwūd Ibn Al‐Maqammis's Twenty Chapters (^cIshrūn Maqāla) (Études sur le Judaïsme Médiéval, XIII). Leiden: E. J. Brill, 1989. 320pp. Hfl. 135.‐

Cassoia, Arnold (Ed). The Biblioteca Vallicelliana Regole per la Lingua Maltese. Malta: Said International, 1992. xlviii+193 pp.     

The order of presentation of conditioned stimuli during extinction

Three experiments examined the effects of prior extinction with nontarget CSs on a target CS’s rate of extinction and amount of associative loss. After fear was conditioned to several CSs, rats received extinction training with the target CS either before or after extinction with nontarget CSs. In general, neither rate of extinction nor amount of associative change, as measured by reinstatement and relearning, were significantly affected by order of extinction. The present results do not support Rescorla’s interpretation of extinction.     

Preservice physical education teacher socialization through an outdoor education field experience

Outdoor education (OE) has an increased presence in physical education as it addresses the discipline’s national standards and promotes involvement lifetime physical activity. However, physical educators’ learning to teach OE is not well documented. The purpose of this study was to understand preservice physical educators’ experiences in and perspectives on an OE field experience. Participants included 13 third-year preservice physical educators (10 male, 3 female). Qualitative data were collected using focus group interviews, observations and guided reflections. Results indicated that preservice teachers (PSTs) perceived a controlling course environment that limited educational outcomes. They did, however, increase in confidence teaching OE, and applied skills learned in the teacher education program. With the exception of learning to be more adaptable, however, the PSTs did not perceive the experience as relevant to future teaching. Results are discussed within the framework of occupational socialization theory, and implications for practice are noted.     

Are interpersonal relationships necessary for developing trust in online group projects?

Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students.     

Validation of an Interdisciplinary Food Safety Curriculum Targeted at Middle School Students and Correlated to State Educational Standards

ABSTRACT:  Providing effective food safety education to young consumers is a national health priority to combat the nearly 76 million cases of foodborne illness in the United States annually. With the tremendous pressures on teachers for accountability in core subject areas, the focus of classrooms is on covering concepts that are tested on state performance examinations. As a result, topics such as food safety are rarely addressed in middle school classrooms. Middle school is an ideal time to teach food safety because adolescents are in the process of setting lifelong behaviors; therefore, they are more likely to synthesize new food safety knowledge in a way that will lead to the development of lifelong behaviors. The purpose of this study was to scientifically validate an educational resource that provides a method for classroom teachers to involve young consumers in food safety education while meeting state content area curriculum standards. An interdisciplinary curriculum targeted at middle school students and correlated directly to state content standards was designed to include highly effective instructional strategies that teach food safety concepts through all core subject classes (science, math, social studies, and language arts). The curriculum was pilot tested in 5 schools using a pretest, posttest, and follow-up test assessment model. The results showed that the curriculum was highly effective at raising student knowledge (21% gain) and improving students' food handling behaviors (8.47% gain) from pretests to posttests. In addition, 6 wk after implementation, students retained 86% of their total knowledge gain as measured by a follow-up assessment.     

Computer-aided molecular design

Until recently the search for substances having desired biological properties depended largely on systematic screening of very large numbers of compounds, as in the development of the sulphonamide drugs. Today, the alliance of computer graphics with theoretical chemistry is beginning to make it possible to predict the kind of molecule which will produce a particular effect.     

Time and the Environments of Schooling

In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments.     

Distance education via the Internet: the student experience

This is the second in a series of papers that describes the use of the Internet on a distance-taught undergraduate Computer Science course (Thomas et al ., 1998). This paper examines students' experience of a large-scale trial in which students were taught using electronic communication exclusively. The paper compares the constitution and experiences of a group of Internet students to those of conventional distance learning students on the same course. Learning styles, background questionnaires, and learning outcomes were used in the comparison of the two groups. The study reveals comparable learning outcomes with no discrimination in grade as the result of using different communication media. The student experience is reported, highlighting the main gains and issues of using the Internet as a communication medium in distance education. This paper also shows that using the Internet in this context can provide students with a worthwhile experience.