The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language / El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua diglósica

Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.     

Environmental education in Ecuador: conceptions and currents in Quito's private elementary schools

While key conceptions and the status of environmental education (EE) have been reported at various international, regional, national and local levels, those in play in the schools of Quito (Ecuador) are still relatively unknown. Of particular interest to this study are private schools: they are considerable in number in Ecuador and elsewhere, yet remain largely underrepresented in national and local studies. Therefore, a survey with a focus on conceptions of EE was administered to teachers (74) and pupils (748) of the third-, fourth- and fifth-years (7–10?years old) of elementary education, in 22 private schools in Quito. Using Sauvé's categorization of conceptual currents in EE, findings suggest a strong conservationist theme among teachers whereas pupils approach EE from both conservationist and naturalist perspectives. In terms of the status of EE, implementation is still limited to classrooms and in teacher professional education and development. Consideration of diverse conceptual currents is strongly recommended in teacher professional development, and the strengthening of EE-related partnerships between schools, homes and communities.     

Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions,confusion of practice and mutually exclusive intentions

This paper begins by reviewing some of the different models of third-party observation of university teaching that can be found in the literature. Having analysed these, it argues that—if ‘peer’ is taken to indicate equality of status—only one is genuinely a model of peer-observation. It proposes an alternative categorisation of third-party observations of teaching dependant on who controls the information generated by the process. A preferred six-dimensional model based on control by the person being observed of the data-flow, and other procedural aspects, is presented and explored. Evaluative comments, by university teachers who have undertaken the process, are presented to illustrate the benefits of adopting this model.     

Diagnosis,Evaluation, and Treatment of Lead Poisoning in General Population

Among the heavy metals, lead still remains the major toxic pollutant of the environment. Human exposure to lead can occur through numerous pathways including air, food, dust, soil, and water. In the present study 14 lead poisoned patients with non-occupational lead exposure were evaluated. They were followed up and compared against the controls with no history of lead exposure. The patients had high blood lead levels and symptoms of weakness, dizziness, abdominal pain, generalized body ache, loss of appetite, and anxiety. Repeated course of chelation therapy helped to bring down their body burden of lead. Alternative sources for lead exposure can cause severe lead poisoning in general population. Screening and medical management of such individuals is very important to identify and eliminate sources of lead. The treatment and management requires a thorough medical evaluation and environmental intervention.     

如何保住你的工作

除非你是希尔顿失散多年的妹妹,否则你一定要为经济状况（以及如何保位你的职业）担心。莱昂纳多·兰黛作为雅诗·兰黛公司的主席管理数千人,他的建议可以帮助你远离被解雇的风险。     

Towards a codification of practical knowledge

As practical knowledge seems to have a central place in organisational issues, we focus on possibilities of studying and formalising it. From an unusual theoretical perspective, we view practical knowledge as embodied knowing that is only manifest through action in a particular situation. Although this knowledge is largely implicit, we try to make what is articulable explicit. After highlighting the stakes involved in the codification of practices, we review the ontological and epistemological assumptions underlying the method developed. The method is founded on participant observation, a video recording of a situated subjective perspective and an ex post interview using this perspective to aid an actor in making part of his/her practical knowledge explicit. We present its implementation within research on polar expeditions in order to understand how an experienced actor deals with risks. In conclusion, we point out (1) the importance of this kind of data in knowledge management, (2) some lines of further research.     

Is there a sweet spot on the foot in Australian football drop punt kicking?

In the collision between a striking implement and ball, the term “sweet spot” represents the impact location producing best results. In football kicking, it is not known if a sweet spot exists on the foot because no method to measure impact location in three-dimensional space exists. Therefore, the aims were: (1) develop a method to measure impact location on the foot in three-dimensional space; (2) determine if players impacted the ball with a particular location; (3) determine the relationship between impact location with kick performance; (4) discuss if a sweet spot exists on the foot. An intra-individual analysis was performed on foot-ball impact characteristics of ten players performing 30 Australian football drop punt kicks toward a target. (1) A method to measure impact location was developed and validated. (2) The impact locations were normally distributed, evidenced by non-significant results of the Shapiro-Wilk test (p > 0.05) and inspection of histograms, meaning players targeted a location on their foot. (3) Impact location influenced foot-ball energy transfer, ball flight trajectory and ankle plantar/dorsal flexion. (4) These results indicate a sweet spot exists on the foot for the Australian football drop punt kick. In conclusion, the impact location is an important impact characteristic.     

The relation between self-regulation and the embedding of support in learning environments

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional time spent on support influenced learning outcomes.     

The risk is that there is ‘no risk’: a simple,innovative intervention to increase children’s activity levels

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels.     

A conceptual approach for blended leadership for tertiary education institutions

Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration.