Numeracy for everyone

Most techniques in statistics are used in many disciplines besides ecology and have a wide range of applications from anthropology to zoology. They are used in industry, agriculture, social sciences and business. That is why we have called this series ’Numeracy for Everyone’. In the forthcoming parts, we will discuss applications of statistics in some of these fields. But some techniques are developed specially for ecological problems. Let us briefly look at a selection of those techniques.     

Shaping up: boot camp and other programs addressing professional development needs of science librarians

Scientists work collaboratively with online tools, relying almost exclusively on online resources and sharing publications freely online while generating and utilizing large datasets. As a result, librarians charged with providing services to the scientific community face both opportunities and challenges in keeping up in this electronic, digital environment. To meet these challenges, library leaders from the five campuses of the University of Massachusetts System established an on-going e-Science initiative. This initiative focuses on increasing awareness and understanding of the principles of e-Science while improving general knowledge within different scientific disciplines. Programs of varying lengths and focus provide local and affordable professional development opportunities that improve the working librarian's ability to better serve scientific researchers and students.     

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Abstract

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand.     

Shame: Does it have a place in an education for democratic citizenship?

Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management (that is, seeking reintegrative over stigmatising shaming) can be regarded to reflect a form of social responsibility as it contributes to community restoration by repairing ruptured social relationships. The notion of shaming and acknowledgement of harm thus assumes norms of acceptable community behaviour, attitudes and relationships, and is therefore also an ethical matter. Successful restorative practices in schools depend on the school-wide existence and practice of such norms, and mesh with virtues education, stimulated by the contemporary demand of many national curricula to promote so-called key competencies. Although the concepts of restorative justice and reintegrative shaming serve as a context for this article, its chief impetus was provided by an evaluative study of a group of New Zealand schools, in the course of which notions such as shame, reintegration and exclusion became evident. The chief purpose of this article is to consider and problematise shame from the perspective of the philosophy of education, and ask whether the concept of shame has a place in schools, whose important aims ought to include the development of democratic citizenship.     

The ethnic minority achievement grant: a critical analysis

This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed.     

The expert judge of debating

Speech and Voice. By G. Oscar Russell. New York: The Macmillan Company, 1931 ; pp. xvii, 250. $4.00.

Prose, Poetry and Drama for Oral Interpretation. By William J. Faema. New York: Harper and Brothers, 1930; pp. 526.

Voice and Speech. By M. R. Drennan. Capetown, South Africa: The Mercantile Press (A. W. Elford and Co., Ltd.), 1929; pp. 67, 5 shillings six‐pence, post free.

Projects in Speech for a Foundation Course. By Alan Houston Monroe and Paul Emerson Lull. New York: D. C. Heath and Co., 1931 ; pp. iii + 168.

The Art of Directing Plays, By D. C. Ashton. Franklin, Ohio and Denver, Colorado: Eldridge Entertainment House, Inc., 1931 ; pp. 119, $1.50.

Modern Speeches (Revised Edition). By Homer D. Lindgren. New York. F. S. Crofts Company, 1930; pp. xv, 514; $3.00.

Language Development of the Preschool Child. By Dorothea A. McCarthy. Minneapolis: University of Minnesota Press, 1930. pp. 174.

Short Plays. By Edwin Van B. Knickerbocker. New York: Henry Holt, 1931; pp. 532.

Stammering. By Elsie Fogerty, New York: E. P. Dutton and Co., 1930; pp. 64, $.95.

Personality. By A. A. Roback. Cambridge, Mass.: Sci‐Art Publishers, 1931: pp. 144.     

Ventilatory acclimatisation is beneficial for high-intensity exercise at altitude in elite cyclists

Aim: The aim of this study was to examine the relationship between ventilatory adaptation and performance during altitude training at 2700?m. Methods: Seven elite cyclists (age: 21.2?±?1.1?yr, body mass: 69.9?±?5.6?kg, height 176.3?±?4.9?cm) participated in this study. A hypoxic ventilatory response (HVR) test and a submaximal exercise test were performed at sea level prior to the training camp and again after 15 d at altitude (ALT15). Ventilation (V_E), end-tidal carbon-dioxide partial pressure (P_ETCO₂) and oxyhaemoglobin saturation via pulse oximetry (SpO₂) were measured at rest and during submaximal cycling at 250?W. A hill climb (HC) performance test was conducted at sea level and after 14 d at altitude (ALT14) using a road of similar length (5.5–6?km) and gradient (4.8–5.3%). Power output was measured using SRM cranks. Average HC power at ALT14 was normalised to sea level power (HC%). Multiple regression was used to identify significant predictors of performance at altitude. Results: At ALT15, there was a significant increase in resting V_E (10.3?±?1.9 vs. 12.2?±?2.4?L·min^?1) and HVR (0.34?±?0.24 vs. 0.71?±?0.49?L·min^?1·%^?1), while P_ETCO₂ (38.4?±?2.3 vs. 32.1?±?3.3?mmHg) and SpO₂ (97.9?±?0.7 vs. 94.0?±?1.7%) were reduced (P?V_E at altitude as significant predictors of HC% (adjusted r²?=?0.913; P?=?0.003). Conclusions: Ventilatory acclimatisation occurred during a 2 wk altitude training camp in elite cyclists and a higher HVR was associated with better performance at altitude, relative to sea level. These results suggest that ventilatory acclimatisation is beneficial for cycling performance at altitude.     

Exploring the Role of Family Support and Ethnic Pride in Cultivating the Academic and Career Resourcefulness of Underserved Youth in an Afterschool Program

The Urban Review - The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This...     

Associations of Resource and Service Utilization, Risk Level, and College Outcomes

We tracked resource and service utilizations and first-year college outcomes for the entering first-year class (n = 1,534) at a traditional 4-year postsecondary institution. We grouped specific resources and services offered by the institution into four general categories (academic services, social resources, recreational resources, and advising sessions). We investigated the interrelation of risk, resource and service utilization, and first-year GPA and retention. We found that utilization of each resource/service category was positively associated with GPA and/or retention. Of particular interest, we tested whether the associations of resource and service utilization and outcomes were moderated by risk. We found that the associations of academic services and advising sessions with GPA were more pronounced for higher-risk students. We discuss the implications of the findings, including how the differential associations of resource and service utilizations and outcomes can affect intervention decisions with high-risk students. This research was a collaborative project between ACT and NAU. Steven Robbins, Jeff Allen, Alex Casillas, and Adaeze Akamigbo are members of ACT Research. Margot Saltonstall is Assessment Coordinator, Enrollment Management and Student Affairs, Rebecca Campbell is Associate Professor of Educational Psychology, and Eileen Mahoney is Director of the Gateway Student Success Center, all at Northern Arizona University. Paul Gore is Associate Professor of Educational Psychology at the University of Utah and former director of the Career Transitions Research Department at ACT.