Teaching statistics in labor,social, juridical or economic studies

Statistics teaching should not be carried out in the same way for all kinds of university students. Instead, teaching statistics should take into account the different fields of study that students have chosen. For example, students of sciences or engineering have different interests and backgrounds compared to students of any social or juridical field. The authors address this latter group of students （social, juridical, labor or even economics）. The authors propose a direct approach： beginning with a real situation or supposition with real data. Questions of interest are explored and put into the language of statistics. To answer the questions, the necessary statistical methods are used. If needed, these methods are presented and explained at that time. Finally, the authors return to the beginning, to give an interpretation of the results. The approach takes into account the students＇ levels and the kind of studies or professional orientation of these students.     

Influence of gender on ventilatory efficiency during exercise in young children

Abstract

In this study, we assessed the ventilatory response in 84 children (46 males: age 8.1 ± 1.0 years, body mass 34.2 ± 7.9 kg, height 1.32 ± 0.16 m; 38 females: age 8.0 ± 0.8 years, body mass 31.7 ± 8.7 kg, height 1.31 ± 0.08 m) during a cycle ergometer test to determine if there was an influence of gender on ventilatory efficiency. The test commenced at 25 W and increased by 10 W every minute. Expired air was collected through a face mask and analysed breath by breath. The ventilatory anaerobic threshold was determined according to gas exchange methods and we focused our attention on the analysis of carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), the ratio [Vdot] _E/[Vdot]CO₂ and its slope. Differences between the sexes at maximal power output were strongly significant for [Vdot] _E and [Vdot]CO₂ (P = 0.0001 and P = 0.0004 respectively) and moderately significant for the [Vdot] _E/[Vdot]CO₂ ratio (P = 0.05). The slope of [Vdot] _E versus [Vdot]CO₂ was 30.8 ± 4.2 for males and 29.4 ± 3.2 for females, with no difference between the sexes (P = 0.1). In conclusion, although the peak values of [Vdot] _E and [Vdot]CO₂ were significantly different between the sexes, there were no such differences in ventilatory efficiency during a maximal incremental test expressed as the slope of [Vdot] _E/[Vdot]CO₂, at least in young children.     

REMEDIATION BEYOND DEVELOPMENTAL EDUCATION: THE USE OF LEARNING ASSISTANCE CENTERS TO INCREASE ACADEMIC PREPAREDNESS IN COMMUNITY COLLEGES

A qualitative case study in 15 community colleges across the country found that learning assistance centers and specialized skills labs are an important means of increasing students' academic preparedness for postsecondary study. Since these facilities provide instruction or support in reading, writing, and math skills, it appears that they play a valuable remedial role. Most of the assistance occurs in the form of tutoring and computer-assisted instruction, and some of the centers also provide specialized learning workshops and self-paced remedial courses. The majority of colleges have several learning centers and labs, and duplication of services may explain the lower than expected demand for assistance services seen in some of the sites. However, the institutions consider the learning centers to be effective, and report positive outcomes including retention in college English and increase in GPA. Because, in some cases, recipients of learning assistance services display severe learning difficulties, tutors may benefit from professional development in instructional strategies for special-needs students. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills.     

Peculiaridades de la enseñanza del árabe en España: algunos datos para la reflexión

Estamos habituados a pensar en la enseñanza-aprendizaje de segundas lenguas en términos de una relativa uniformidad cultural. Alemán, inglés, por no hablar de italiano, francés o portugués, son lenguas que de un modo u otro impregnan nuestro universo de significados cotidiano. Las lenguas que, como el árabe, son vehículo de culturas potentes y de peso específico en el mundo de hoy, son tratadas de un modo marginal, por no decir despectivo, en nuestro país. A ese desprecio, los profesores de esa lengua, ven añadirse las dificultades de una tremenda « dialectización» del árabe, lo que dificulta su enseñanza y obliga a alumnos y profesores a plantearse opciones de uso de la lengua que no se dan en otros idiomas, o al menos no con tanta crudeza.     

The academic writing of community college remedial students: Text and learner variables

Community college remedial reading studentscomposed an informational report from sources,a task commonly assigned in higher educationthat integrally combines reading and writingprocesses. Productivity, use of source text,reproductions, accuracy, and inclusion of keyideas were analyzed as a function of twoexogenous variables, text density (high, low)and domain (health, business), and twoendogenous variables, prior knowledge andgeneral literacy skill. Text densityinteracted with literacy skill forproductivity, and with prior knowledge foraccuracy. Individuals with lower literacy orprior knowledge scores were at a disadvantagewith high but not low density source text. Domain affected productivity, use of source,and inclusion of key ideas: health text wasassociated with superior performance. Domaineffects may be explained by metacognitive ormotivational variables, or differences in thereadability of the source texts. The resultshave implications for instruction aimed atimproving community college students'preparedness for the academic demands of highereducation.     

Exercising older people´s brains in Costa Rica: Design principles for using information and communication technologies for cognitive activity and social interaction

This study is part of a design-based research project aimed at designing a learning intervention for enabling Costa Rican older people to use information and communication technologies for cognitive activity and social interaction. Data from relevant literature, a focus group with older adults, and interviews with professionals teaching older adults how to use information and communication technologies were analyzed, in order to create context-sensitive design principles that could guide the design of learning interventions that meet the needs of older learners. The analysis derived context-sensitive design principles that include wider topics that influence the learning process, such as emotions and stereotypes related to learning about and using information and communication technologies, as well as the social support to that learning. The resulting eight design principles argue for respectful learning environments, in-depth comprehension of changes related to aging, time and space to reflect on emotions related to the learning process, and acknowledgment of participants’ individuality.     

Video for teaching: classroom use,instructor self-production and teachers’ preferences in presentation format

ABSTRACT

This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.