Jewish culture,Chinese culture,and mathematics education

Educational Studies in Mathematics - In the past three decades, there has been increased attention on the influence of culture on the teaching and learning of mathematics. Jews and Chinese both...     

Saving sea turtles: the evolution of the IUCN Marine Turtle Group

When Peter Scott became chairman of the Survival Service Commission of the International Union for the Conservation of Nature and Natural Resources (IUCN) in 1963, he invited Archie Carr to chair the Marine Turtle Group (MTG). A leading authority on the ecology and conservation of sea turtles, Carr believed that the MTG could be the first international forum for sea turtle research and conservation. The assembly of data for the IUCN Red Data Book revealed which species of turtles were threatened with extinction and the array of risks that they faced. Although Carr and Scott differed on what courses of action should be taken in light of this, the MTG did emerge as an important international congress that remains an inspiration to current marine protection efforts.     

Role Balance and Depression Among College Students: The Moderating Influence of Adult Attachment Orientations

This study examined interrelationships among role balance perceptions, adult attachment orientations, and depression within an ethnically diverse, mixed‐gender sample of college students. Adult attachment orientations—and particularly attachment avoidance—significantly interacted with students' role balance levels to predict their depression scores. Implications and recommendations for college counseling centers are also discussed.     

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.     

Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects

This study examined the reciprocal relation between lesson-specific perceived cognitive appraisals and academic emotions on an intra-individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; M_age = 13.70, SD_age = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter-individual relation between appraisals and emotions across self-reported questionnaires and daily diary measures.     

Retroactive revaluation of an odor-taste association

Rats showed an increase or decrease in preference for an aqueous odor conditioned stimulus (CS) presented in compound with a palatable (sucrose) or unpalatable (quinine) taste unconditioned stimulus (US), respectively. Four experiments then studied the consequences for odor preference of presenting water in the context where the odor-taste compound had previously occurred (i.e., no-CS-no-US experience). Exposure to that context increased the preference for the odor associate of sucrose and decreased preference for the odor associate of quinine. The increased preference for the odor associate of sucrose was contingent on reexposure to the context where the odor-sucrose compound had occurred (i.e., retroactive revaluation) and was reduced by preexposure to the context where the odor-sucrose compound was to occur (i.e., latent inhibition of the context). The retroactive revaluation of within-event learning caused by exposures to the associated context is discussed in terms of (1) the modified version of the SOP model (Wagner, 1981) proposed by Dickinson and Burke (1996) and (2) the comparator model (Miller & Matzel, 1988).     

Initial foot contact and related kinematics affect impact loading rate in running

This study assessed kinematic differences between different foot strike patterns and their relationship with peak vertical instantaneous loading rate (VILR) of the ground reaction force (GRF). Fifty-two runners ran at 3.2 m · s^?1 while we recorded GRF and lower limb kinematics and determined foot strike pattern: Typical or Atypical rearfoot strike (RFS), midfoot strike (MFS) of forefoot strike (FFS). Typical RFS had longer contact times and a lower leg stiffness than Atypical RFS and MFS. Typical RFS showed a dorsiflexed ankle (7.2 ± 3.5°) and positive foot angle (20.4 ± 4.8°) at initial contact while MFS showed a plantar flexed ankle (?10.4 ± 6.3°) and more horizontal foot (1.6 ± 3.1°). Atypical RFS showed a plantar flexed ankle (?3.1 ± 4.4°) and a small foot angle (7.0 ± 5.1°) at initial contact and had the highest VILR. For the RFS (Typical and Atypical RFS), foot angle at initial contact showed the highest correlation with VILR (r = ?0.68). The observed higher VILR in Atypical RFS could be related to both ankle and foot kinematics and global running style that indicate a limited use of known kinematic impact absorbing “strategies” such as initial ankle dorsiflexion in MFS or initial ankle plantar flexion in Typical RFS.