Alternating current-dielectrophoresis driven on-chip collection and chaining of green microalgae in freshwaters

The capability of the AC dielectrophoresis (DEP) for on-chip capture and chaining of microalgae suspended in freshwaters was evaluated. The effects of freshwater composition as well as the electric field voltage, frequency, and duration, on the dielectrophoretic response of microalga Chlamydomonas reinhardtii were characterized systematically. Highest efficiency of cell alignment in one-dimensional arrays, determined by the percentage of cells in chain and the chain length, was obtained at AC-field of 20 V mm⁻¹ and 1 kHz applied for 600 s. The DEP response and cell alignment of C. reinhardtii in water sampled from lake, pond, and river, as well as model media were affected by the chemical composition of the media. In the model media, the efficiency of DEP chaining was negatively correlated to the conductivity of the cell suspensions, being higher in suspensions with low conductivity. The cells suspended in freshwaters, however, showed anomalously high chaining at long exposure times. High concentrations of nitrate and dissolved organic matter decrease cell chaining efficiency, while phosphate and citrate concentrations increase it and favor formation of longer chains. Importantly, the application of AC-field had no effect on algal autofluorescence, cell membrane damage, or oxidative stress damages in C. reinhardtii.     

“Why Can't We Just Have Sex?”: An Analysis of Anonymous Questions About Sex Asked by Ninth Graders

During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los Angeles area. A sample of predominantly lower-income and Latino/a students submitted anonymous questions before participating in sexuality education. Results show that young people are eager to understand how to use birth control and prevent pregnancy, have misinformation about sex and sexuality, and are misinformed on many topics. Results are discussed in light of what educators and others can do to help young people develop a safe, healthy sex life.     

Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post‐primary curriculum

The ‘Exploring Masculinities’ (EM) programme was piloted in 22 Irish single‐sex boys’ post‐primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned dissemination of the programme on hold. The concerns of the objectors included the proposed treatment of sexual orientation and homophobia in the context of the school curriculum. The authors researched the views of a national sample of the parents of young men regarding the inclusion of social and personal education issues on the school curriculum. The vast majority of parents would welcome the inclusion of all EM topics including sexual orientation and homophobia, the focus of the current paper, on the school curriculum. However, parents did express concerns in relation to the adequacy of teacher development for dealing with such sensitive topics and possible conflict between school and parental values.     

Load and academic attainment in two business schools

In this paper the relationship between academic load (the number of modules attempted) and academic performance is investigated in a Scottish and an Australian university. An engagement approach to academic integration is employed, in which there is feedback between load and performance, and in which there is scope for diminishing returns to the study of additional modules once loads become high. The results indicate that full‐time students reduced module load in response to information on academic performance. At the Scottish business school many non‐traditional students had taken up opportunities to enter university under the UK government's drive to widen participation. In that school load reduction was undertaken at twice the rate of the Australian business school. For women, reductions from full‐time loads by one or two modules appear rational in that better average marks result. There are indications that status as a widening participation entrant, the learning and assessment environment, the funding regime and rest‐of‐life demands have influences on load reduction and on academic performance.     

BMI-referenced cut-points for recommended daily pedometer-determined steps in Australian children and adolescents

The purpose of this study was to establish sex-specific criterion-referenced standards for pedometer-determined physical activity related to body mass index (BMI)-defined weight status among youth. We analyzed data from 7-16-year-old boys (n = 338) and girls (n = 337) and used pedometer-assessed physical activity and anthropometric data to derive average steps/day and BMI. Sex-specific criterion-referenced standards for steps/day relating to healthy weight and overweight/obese were determined using the contrasting groups method. Healthy weight children took more steps/day than overweight or obese (boys: 14,413 vs. 12,088, and girls: 12,562 vs. 10,114, respectively; p < .001). The optimal BMI-referenced cut-point emerging flom our sample was 16,000 steps/day for both boys and girls. Our results and those reported elsewhere suggest that youth take insufficient pedometer-determined steps/day to avoid becoming overweight.     

Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report

Abstract

This study sought to assess the level of correspondence between parent and teacher report of concern about young children’s speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4–5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language pathologist using the Diagnostic Evaluation of Articulation and Phonology; (2) parent-reported concern using the Parent Evaluation of Developmental Status (PEDS); (3) teacher-reported concern using the PEDS. Agreement between parent identification of SSD and clinical assessment was high (86–90%). Agreement between teacher identification and clinical assessment was lower, and varied by state (Victoria 80%; NSW 63%). Differences in the accuracy of early childhood teachers’ identification of SSD are considered in relation to early childhood policies regarding the provision of speech-language pathology services in preschool settings.     

Exploring the Developmental View of the Perceived Concerns of Pre‐service Teachers

The role of teacher educators is to provide schools with prospective teachers who recognise and are concerned for student needs. As pre‐service teachers progress through their training and develop skill and knowledge to assist in their chosen career, they must contend with concerns which relate to all the dimensions of teaching. The purpose of this study was to expand on the available knowledge about the changes in the patterns of concerns of teachers during the practicum experience. The Teacher Concerns Questionnaire (TCQ) was administered to 75 Bachelor of Education (Physical and Health Education) students before and after a 4 week practicum experience. Changes in the level of concern for self, task and impact were assessed by subjecting the scale scores collected to quantitative analysis including t‐tests and analyses of variance. The impact of the practicum, mastery of the teaching situation gained through progression from second to fourth year, together with gender differences, were analysed to detect group changes in patterns and absolute level of responses. Results of the study indicate a lowering of concerns in all scales. Variables of stage and gender had little impact on concerns, and recommendations for both the practicum and pre‐service training programmes are made to assist in addressing the concerns of pre‐service teachers.     

The Stability of Individual Differences in Basic Mathematics‐Related Skills in Young Children at the Start of Formal Education

The current study investigated the development of children's performance on tasks that have been suggested to underlie early mathematics skills, including measures of cardinality, ordinality, and intelligence. Eighty‐seven children were tested in their first (T1) and second (T2) school year (at ages 5 and 6). Children's performance on all tasks demonstrated good reliability and significantly improved with age. Correlational analyses revealed that performance on some mathematics‐related tasks were nonsignificantly correlated between T1 and T2 (number line and number comparison), showing that these skills are relatively unstable. Detailed analyses also indicated that the way children solve these tasks show qualitative changes over time. By contrast, children's performance on measures of intelligence and nonnumerical ordering abilities were strongly correlated between T1 and T2. Additionally, ordering skills also showed moderate to strong correlations with counting procedures both cross‐sectionally and longitudinally. These results suggest that, initially, mathematics skills strongly rely on nonmathematical abilities.     

Exploring the position of curriculum studies across the continuum of teacher education in Ireland

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.     

Runaway youths and sexual victimization: gender differences in an adolescent runaway population

Running away from home has often been viewed as one of the sequelae to sexual abuse. Our study of 144 adolescent runaways finds that 38% of male runaways (n = 89) and 73% of female runaways (n = 55) report having been sexually abused. The impact of abuse is examined by studying, within each gender group, its relationship to the subject's perceptions of sexual activity, relationships with peers and adults, involvement with delinquent/criminal activities, and physical and emotional complaints. The results of assessing the differences between abused and nonabused adolescents show that both the victimized males and females are more likely to report anxiety and suicidal feelings than are their nonabused counterparts. Male victims of sexual abuse are more likely to report physical symptomatology and fear of adult men. Female victims of sexual abuse are more likely to be confused about sex and to engage in delinquent/criminal activities. Discussion focuses on gender differences and runaway behaviors in relation to sexual victimization with the suggestion that differences in the degree of abuse and the sex of the abuser may explain study findings.