Teaching Linear Functions in Context with Graphics Calculators: Students’ Responses and the Impact of the Approach on Their Use of Algebraic Symbols

This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions. Kaye Stacey: Author for correspondence.     

Expert searching in health librarianship: a literature review to identify international issues and Australian concerns

Background: The traditional role of health librarians as expert searchers is under challenge. Objectives: The purpose of this review is to establish health librarians’ views, practices and educational processes on expert searching. Methods: The search strategy was developed in LISTA and then customised for ten other databases: ALISA, PubMed, Embase, Scopus, Web of Science, CINAHL, ERIC, PsycINFO, Cochrane Library and Google Scholar. The search terms were (expert search* OR expert retriev* OR mediated search* OR information retriev*) AND librar*. The searches, completed in December 2010 and repeated in May 2011, were limited to English language publications from 2000 to 2011 (unless seminal works). Results: Expert searching remains a key role for health librarians, especially for those supporting systematic reviews or employed as clinical librarians answering clinical questions. Conclusions: Although clients tend to be satisfied with searches carried out for them, improvements are required to effectively position the profession. Evidence‐based guidelines, adherence to transparent standards, review of entry‐level education requirements and a commitment to accredited, rigorous, ongoing professional development will ensure best practice.     

Factors affecting Canadian teachers' willingness to teach sexual health education

Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual health education (SHE) and their perceptions of factors affecting their willingness to provide SHE. On average, the teachers were only somewhat willing to teach SHE and their willingness varied between topics. The teachers who reported greater willingness to teach SHE were more likely to be teaching middle school, have less teaching experience, have received training to teach SHE, feel more knowledgeable about sexual health, and view broad-based SHE as more important. More than 20% of participants identified 10 out of 11 factors as making them less willing to teach sexual health education; conversely, more than 20% of participants identified nine of these 11 factors as making them more willing to teach sexual health education. Teachers who were middle school teachers, had received training to teach sexual health, had more experience teaching SHE, and felt more knowledgeable about sexual health topics were more likely to regard all of these factors as enhancing their willingness to teach SHE. The results are discussed in terms of their implications for training designed to increase teachers' willingness to teach sexual health.     

Electronic monitoring of in‐home television RCD usage

This study electronically‐monitored in‐home RCD activity. The frequency of channel changing and other RCD behaviors were recorded and discrepancies between self‐reported and actual RCD use are examined. This is one of a few academic studies of RCDs that does not rely on a survey (respondent recall) or on observation, but rather records actual behaviors in the participants’ home. This study also examines viewers’ uses of RCDs within the framework of selective exposure.

Slightly over 374 hours of television viewing by 44 participants yielded 13,680 channel switches. It was found that viewers made an average of 36.6 channel changes per hour. In other words, they watched channels for an average of one minute and 38 seconds between switches. Further analyses revealed an audience of “rapid‐fire”; channel grazers as 80% of the switches took place after a channel was on for less than five seconds.     

Social Media and Online Political Communication: The Role of Interpersonal Informational Trust and Openness

This study examines relationships among interpersonal informational trust and openness with Internet-based political activities and attitudes. Conceptually, it proposes the categorization of online spaces and activities as consumption or interaction types, and classifies interpersonal informational trust within inner and outer circles. Interpersonal informational trust was found to be positively associated with perception of online activities as political participation. It also was associated with use of all types of online media for purposes of political communication, but mostly with online spaces that require interaction with others. Interpersonal political openness showed positive association with the use of interactive-type Web sites for purposes of political communication.     

Taboo or Not Taboo? That is the Question: Offensive Language on Prime-Time Broadcast and Cable Programming

This investigation of offensive language on prime-time broadcast and cable programs found that 9 out of 10 programs contained at least one incident of profanity, and viewers were exposed to 12.58 cuss words per hour in 2005. Viewers of broadcast programs were exposed to slightly less than 10 objectionable words per-hour compared to 15 words-per-hour on cable programs.