Regulation

Communications Law 1980 (New York: Practising Law Institute, 810 Seventh Ave., 1980---$40.000 for the set, paper)

John Shelton Lawrence and Bernard Timberg, eds. Fair Use and Free Inquiry: Copyright Law and the New Media (Norwood, N.J.: Ablex, 1980---$32.50)

Michael Botein and David M. Rice, eds. Network Television and the Public Interest: A Preliminary Inquiry (Lexington, Mass.: Lexington Books/Health, 1981---$19.95)

Responsibility in Mass Communication by William L. Rivers, Wilbur Scharmm, and Clifford G. Christians (New York: Harper & Row, 1980---$14.95)     

Teaching Collaboration between a University Professor and a Classroom Teacher

Significant improvement in teacher education and classroom practice can be attained by successful collaboration between university faculty and public school teachers. This paper shares an experience of collaboration between a university professor and a Fourth-grade teacher in teaching a Language Arts Methods course. The experience started with differences in teaching philosophy between the two participants. This paper articulates how the differences stimulated the two participants to change, and how they built their trust and achieved success in their collaborative teaching.     

Injecting Inquiry-Oriented Modules into Calculus

Abstract

Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.     

Pharmacokinetic Models for Active Learning of Differential Equations

Abstract

We present adaptable activities for models of drug movement in the human body – pharmacokinetics – that motivate the learning of ordinary differential equations with an interdisciplinary topic. Specifically, we model aspirin, caffeine, and digoxin. We discuss the pedagogy of guiding students to understand, develop, and analyze models, progressing in complexity to a system of differential equations. We investigate the effects of parameter values that distinguish various health levels, and dosing that may have toxic effects. Our assignments include modeling in a student-centered, active, and increasingly inquiry-oriented setting through which the mathematics and biology inform and reinforce each other. We include supplemental information regarding inquiry methods, student learning outcomes, a student’s commentary about our activities, and support through mathematical communities such as POGIL and SIMIODE.     

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.     

Understanding systems theory: transition from equilibrium to entropy

What we call systems theory is more a metatheory than a monolithic theory. It has provided a set of common signposts for all systems theorists to follow. This paper, written from the perspective of communications scholarship, examines the transition of systems theory from the age of equilibrium to the age of entropy during the middle of the twentieth century, and then to the age of emergence at the end of the century. It distinguishes between the old equilibrium-based systems theory and the entropy-based systems theory, as well as the ‘new’ emergence-centered social systems theory. It asserts the existence of close similarities between the fundamental concepts of systems theory and Asian philosophies, despite the cynical dismissal of these similarities by a Luhmann disciple. It documents how media sociology has applied chaos theory to justify market-driven journalism and claim the emergence of a global public sphere; and it looks at the potential of network analysis, an offshoot of systems theory.