Systematic botany: Science to develop language facility

Classification is a fundamental skill that impacts on our abilities to read and to write text. The structure and sequence inherent in the science of taxonomy can be used as the basis for instruction in reading comprehension and in writing. The use of concrete, readily manipulated materials enhances vocabulary development by allowing the teacher to label objects and processes as the student experiences them. There are numerous activities which can be employed to enrich experiential learning; these can be directly related to reading and writing exercises. Processes learned with simple materials can be generalized to more abstract content as the students’ proficiency improves. The instructor can control the level of difficulty of the class by writing or selecting materials appropriate to the skills levels of the students involved. Language facility is developed as students progress from the known to the less well known in a series of carefully constructed steps.     

Proper English: Language, Culture and Curriculum

( The text of this paper was first delivered as an inaugural lecture at the University of Nottingham on 3 December, 1992 .)
Every time the question of the language surfaces, in one way or another, it means that a series of other problems are coming to the fore: the formation and enlargement of the governing class, the need to establish more intimate and secure relationships between the governing groups and the national-popular mass, in other words to reorganise the cultural hegemony . (Gramsci, 1985)     

The Patterns of Religious Struggle Among Undergraduates Attending Evangelical Institutions

Of the 900 religiously affiliated colleges and universities in the United States, a sizable portion (approximately 118) are members of the Council for Christian Colleges &; Universities (CCCU). As members of the CCCU, these institutions have a shared commitment to the academic and spiritual development of their students. However, relatively few studies have included data sets with multi-institutional types and longitudinal data. The purpose of this two-part study was to examine the patterns and predictors of religious struggle among traditional undergraduate students attending evangelical institutions compared to those at three other types of institutions. This article addresses the following question: How does the level of religious struggle change between the freshmen and junior years among college students attending evangelical institutions? A quantitative design using the 2004 and 2007 College Student Beliefs and Values Survey (CSBV)—which was last administered in 2007—with responses from 14,527 students attending evangelical, Catholic, other religious, and nonsectarian institutions was employed. Results indicate that significant differences in the levels and patterns of religious struggle exist between evangelical institutions and other types of institutions. Longitudinal measures revealed that students from evangelical institutions experience higher levels of religious struggle compared to their peers at other types of institutions at the end of their junior year. This article is the first in a two-part series and focuses on the patterns of religious struggle among students attending evangelical institutions.     

From Single to Married: Feminist Teachers’ Response to Family/Work Conflict in Early Twentieth‐Century New York City

In 1914, Henrietta Rodman, a high school English teacher and president of the newly formed Feminist Alliance in New York City, announced her group&s plan to develop a twelve‐story cooperative apartment house, based on the ideas of feminist philosopher Charlotte Perkins Gilman, that would meet the needs of professional working women like her, married with children. This research illustrates strategic activities teachers used in their attempts to reconceptualize wage‐earning as the legitimate province of women, regardless of their marital or maternal status, and highlights the Feminist Alliance&s contention that women&s lack of economic self‐determination lay at the root of female subordination.     

Imagining a future: changing the landscape for third space professionals in Australian higher education institutions

In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in the third space – a notional space where professional staff and academic staff with diverse and valuable skills work as equal professional partners on complex and multifaceted projects. This article looks at the evolution of the debates around professional staff. It considers how the notions of professionalism and professionalisation are being reconceptualised in the third space. Discussion progresses towards capability building and developmental opportunities of aspiring third space professional staff in higher education settings. Possible pathways of engaging with and empowering professional staff in designing their future careers and professional identities are considered. Building a community of research practices under the auspices of the Association for Tertiary Education Management (ATEM) and engaging postgraduate students in the university third space project work are proposed as potential areas for further research in the field of professional staff capability building.     

The effect of interdian and diurnal variation on oxygen uptake kinetics during treadmill running

The aim of this study was to examine the variability of the oxygen uptake (VO2) kinetic response during moderate- and high-intensity treadmill exercise within the same day (at 06:00, 12:00 and 18:00 h) and across days (on five occasions). Nine participants (age 25 +/- 8 years, mass 70.2 +/- 4.7 kg, VO2max 4137 +/- 697 ml x min(-1); mean +/- s) took part in the study. Six of the participants performed replicate 'square-wave' rest-to-exercise transitions of 6 min duration at running speeds calculated to require 80% VO2 at the ventilatory threshold (moderate-intensity exercise) and 50% of the difference between VO2 at the ventilatory threshold and VO2max (50% delta; high-intensity exercise) on 5 different days. Although the amplitudes of the VO2 response were relatively constant (coefficient of variation approximately 6%) from day to day, the time-based parameters were more variable (coefficient of variation approximately 15 to 30%). All nine participants performed replicate square-waves for each time of day. There was no diurnal effect on the time-based parameters of VO2 kinetics during either moderate- or high-intensity exercise. However, for high-intensity exercise, the amplitude of the primary component was significantly lower during the 12:00 h trial (2859 +/- 142 ml x min(-1) vs 2955 +/- 135 ml x min(-1) at 06:00 h and 2937 +/- 137 ml x min(-1) at 18:00 h; P < 0.05), but this effect was eliminated when expressed relative to body mass. The results of this study indicate that the amplitudes of the VO2 kinetic responses to moderate- and high-intensity treadmill exercise are similar within and across test days. The time-based parameters, however, are more variable from day to day and multiple transitions are, therefore, recommended to increase confidence in the data.