A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models.     

Building a Culture of Engagement through Participatory Feedback Processes

In response to school environments in which teachers and students feel disconnected from the learning process, we developed a three-part curriculum feedback system with the goal of creating a school-wide culture of engagement through participatory feedback processes. Here we describe the barriers to participation and ownership that are addressed by our curriculum feedback process, provide a rationale for each component of the multi-prong feedback process, and illustrate how each part of the feedback system was implemented in our pilot schools. We argue that addressing feedback regularly, optimizing the process to be user-friendly, and demonstrating appreciation for positive and constructive feedback can help any curriculum supervisor foster a school-wide culture of engagement among teachers and students.     

Cardiac structure and function in weight trainers, runners, and runner/weight trainers

The purpose of this study was to describe and compare cardiac structure and function in adult male weight trainers, runners, and those who do both activities. Subjects had actively participated in the various training programs for the previous five years. Age ranged from 28.4 to 31.3 years in the three groups. Echocardiography was used to assess selected heart diameters, volumes, indices of contractility, and thicknesses, while VO2 max and percent body fat were measured using standard methods. Heart structure and function were expressed in absolute terms and relative to total body weight. An alpha level of .05 was used in all comparisons. Results indicated the runners demonstrated significantly greater relative LVIDd, LVIDs, and LVPW than the weight trainers. The runner/weight trainers possessed significantly greater relative LVIDd, LVIDs, LVPW, IVS, and LVEDV than the weight trainers. No significant differences, absolute or relative, existed between the runner and runner/weight trainer groups in any of the myocardial structure and function variables. It was concluded that men who run or run and weight train have similar structural and functional characteristics of the heart and possess greater relative internal diameter and left ventricular wall thickness than men who only weight train.     

THE PRO-EEC CONVERSION OF GREEK PUBLIC OPINION (1981-90)

Greece became an EEC member in 1981, following a parliamentaryvote in the then New Democracy (conservative)–controlledparliament. Opinion polls indicated though that were a referendumheld at the time, membership would have been rejected, as thegovernment had lost its popular support (and lost power in thecourse of that year) and an across-the-board anti-western majorityhad emerged in a country whose people's national identity wasfirst defined during and as a defense against the crusades.Ten years later, there exists in Greece a very large consensusin favor of EEC membership which includes even the communistleft, at least programmatically. The spectacular, and unprecedentedamong Community countries, pro-EEC conversion is the subjectof this paper. First, using the European Commission's Eurobarometerand Eurodim's Helleno-barometer data, the evolution of Greekpublic opinion towards the EEC is documented. Secondly, thetrend data in the various voting groups show that this conversionis basically the result of the transformation of the socialistelectorate from anti-EEC to pro-EEC, but with a lag behind thesimilar change in the party's (PASOK) policies during its eight-yearrule (1981–9). Thirdly, evidence is provided that anti-westernismhas not died out in Greece, but that it has both mellowed andbecome ‘selective’. So, we conclude that the pro-EECconversion was not the result of some general ‘Westernization’of Greek public opinion, but the outcome of a ‘learningexperience’: during their country's ten-year EEC membership,the Greeks discovered that the benefits from this internationalcommitment far outweighed the costs. In fact, it is argued thatthe pro-EEC conversion of Greek public opinion has contributedto the mellowing of its anti-westernism: whereas the crusadeswere instrumental in cutting the Greeks from Europe, the EECappears now the vehicle of their reintegration into a worldin whose development they have historically played a major role.     

E-learning and Evaluation in Modern Educational System

Implementation of information and communication technologies as well as emersion of new user interfaces and web 2.0 technologies changes the way of education system, the way of living and business transactions in general. The way we communicate, operate, produce and live is also changing. In accordance with it, the systems of education change from traditional to modern. The following changes occur： from content delivery to knowledge production, from transfer of knowledge from teachers to students towards encouragement of development and construction of knowledge, from courses and programs changing to the adaptation of the study environment, from the faculty professionalism to the quality of teaching and student learning and the early involvement of students in research work and projects. These occurring changes also affect the students＇ and professors＇ mobility. Here, the word ＂mobility＂ represents not only the student exchange programs and the easier transitions from one＇s home university to a foreign one, but also the way professors conduct their classes. With the development of certain software, students＇ class attendance no longer represents an important factor, as they can now learn from distance using the mentioned software, taking the learning process one step further. In order for above-mentioned changes to occur, the use of e-learning and the development of new tools are almost mandatory. With this in mind, the goal of this paper is to analyze quantitatively the changes that are occurring almost every day that affect the students＇ learning and the professors＇ teaching methods.     

Personalised news and scientific literature aggregation

Content-based filtering can be deployed for personalised information dissemination on the web, but this is a possibility that has been largely ignored. Nowadays, there are no successful content-based filtering applications available online. Nootropia is an immune-inspired user profiling model for content-based filtering. It has the advantageous property to be able to represent a user’s multiple interests and adapt to a variety of changes in them. In this paper we describe our early efforts to develop real world personalisation services based on Nootropia. We present, the architecture, implementation, usage and evaluation of the personalised news and paper aggregator, which aggregates news and papers that are relevant to an individual’s interests. Our user study shows that Nootropia can effectively learn a user’s interests and identify relevant information. It also indicates that information filtering is a complicated task with many factors affecting its successful application in a real situation.     

Holding the Line: Sustaining an SEL-Driven Whole-School Approach in a Time of Transition

Recently, a growing body of research has focused on the sustainability of evidence-based interventions aimed at promoting the social emotional and character development of children (SEL) and preventing or reducing problem behaviors in schools. Current discussions of systemic reform in the education system address the capacity of individual schools to adopt innovations and maintain them despite inevitable environmental changes. A small elementary school in northern Israel embarked on a radical change in its pedagogic style, intentionally adopting a holistic SEL approach. After 3 intensive years of training and implementation supported by the local community and involving all major stakeholders, a series of events threatened to weaken the chances of sustaining the approach. In a qualitative research study, data were collected primarily through in-depth interviews with full-time faculty members. Constant comparison analyses were performed. The results illustrate the salient concerns and benefits of attempting such a radical change through the eyes of the faculty members. The depth of identification with SEL among faculty and other stakeholders is shown to be the basis for sustaining the SEL approach in spite of difficulties. This narrative of events demonstrates the obstacles encountered on the road to approach sustainability. This identification of possible challenges is valuable to those introducing change in the school environment.     

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a ‘bricolage’ approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic benefits for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The findings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support ‘inclusive practice’ in ways which are acceptable to teachers, parents and students.