Demonstration model of self inductance using relay

Using an electrical component like a relay, the phenomenon of self inductance caneasily be demonstrated to undergraduate students. By wiring simple electrical components like relay, neon bulb and a DC power supply, intermittent back electromotive force (emf) can be generated in the range from 60 to 100 volt. The glowing of neon bulb provides visual evidence for the generation of large back emf due to self inductance.     

Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development

ABSTRACT

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.     

Adaptation of Child Abuse Potential Inventory in Chile: analysis of the difficulties and challenges in the application in Chilean studies

OBJECTIVE: This paper describes two studies aimed at validating the Chilean version of Child Abuse Potential (CAP). The paper also discusses problems in what respects conceptualizing and detecting maltreatment within a process of research as it relates to a specific culture. METHOD: An instrument based on the Child Abuse Potential Inventory was administered to two different samples of 134 people and 280 people, respectively. Both studies are contrasted in terms of internal consistency, factor analysis, and the instrument's ability to discriminate between abusers and non-abusers. RESULTS: Both studies feature good internal consistency (.98 and .95) and a factor structure similar to that of the original instrument; however, the second study shows problems concerning correct subject classification. The contrast of both studies suggests that the instrument is suitable for discriminating between severe child physical abuse and very well-treated children. The indecision area of classification is 67%. CONCLUSION: The results of both studies highlight the need to conceptualize and operationalize child abuse within a specific cultural context. The distinction between abusers and non-abusers becomes more blurred in the less extreme cases.     

‘Let's Save Energy!’: incorporating an environmental education dimension in the teaching of energy

A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed.     

Why biosecurity matters: students’ knowledge of biosecurity and implications for future engagement with biosecurity initiatives

Background: Research on biosecurity is important as New Zealand’s agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy.

Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.

Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.

Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.

Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.

Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand.     

Diagnostic utility of tumor markers in identification of unknown primary?

A 67 years old male patient presented with skeletal metastasis and an unidentified primary neoplasm was referred to department of Biochemistry, NIMS for estimation of tumor markers. High values of CA-19-9, CEA and repeated biopsy reviews identified primary malignancy in gall bladder.     

Exploring computer science students’ continuance intentions to use Kattis

Teaching programming concepts to enhance students’ problem solving and computational thinking skills is a challenging task, especially when students enter college with little to no preparation, or they lack the interest or capacity for programming. Online platforms that serve as automated practice and assessment systems have been offered as potential tools for supporting programming skills development, providing feedback, and motivating students. The present article discusses the use of an online automated practice and assessment system called Kattis for homework assignments and final project in three computer science courses. The goal of the present study was to ascertain students’ continuance intentions to use Kattis. We attempt to address this by using partial least squares on data from a survey of 50 students. The findings of the present study suggest that continuance intentions to use Kattis is driven by students’ level of satisfaction with the system, the degree of students’ confirmation of expectations, and the perceived usefulness of the system.     

Cross‐language relationship between Spanish and English oral reading fluency among Spanish‐speaking English language learners in bilingual education classrooms

This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum‐Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795–806, 2007.     

Distribution of influence,communication, and relational mentoring in the US superintendency

We report on how fifty superintendents (chief executive officers of public school systems, each invited by a researcher to participate) from seven states in the US talked in eight focus groups of their perspectives on their influence as leaders, their efforts to communicate with stakeholders, and how they learn from these stakeholders. We maintain that our participants’ revelations suggest that three definitions must be expanded to fit their work. First, influence or authority must be seen not merely as vested in the superintendent; rather, these superintendents described their leadership in terms of working with and through others. Second, organizational communication for these superintendents is more than the district’s leader communicating his or her perceptions and wishes to others; it is more relational, in which a variety of actors communicate their perspectives to one another. Third, this type of inter‐professional leadership leads logically to relational mentoring, where learning does not pass merely from expert to novice; rather, superintendents described their roles in terms of various parties learning from and teaching one another. We discuss implications of these insights for practice, research, and preparation.