UNDERSTANDING STUDENTS�� OUT-OF-SCHOOL MATHEMATICS AND SCIENCE PRACTICE

This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53, 2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they used was connected to their views of what science is.     

Relating self reports of writing behaviour and online task execution using a temporal model

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.     

Cause and Event: Supporting Causal Claims through Logistic Models

Efforts to identify and support credible causal claims have received intense interest in the research community, particularly over the past few decades. In this paper, we focus on the use of statistical procedures designed to support causal claims for a treatment or intervention when the response variable of interest is dichotomous. We identify seven key features of logistic regression studies that should play a critical role in estimating a causal effect and discuss their implications for causal inference. These include elaboration of research design, clarification of link function, model specification, challenges and limitations of sample size, interpretation of treatment effect through odds ratios, statistical tests and examination of model fit, and the potential for multilevel logistic models in pursuit of causal claims. Our recommendations are intended to guide researchers in the critical evaluation of logistic regression models for analyses culminating in causal claims and to promote stronger design and modeling strategies for reliable causal inference.     

Listening and Experiences of Interpersonal Transcendence

Interpersonal transcendence is a phenomenon marked by total immersion in an interaction, a deep sense of understanding, feelings of mutuality, new insight, and playfulness. Such experiences can be exhilarating, memorable, and rare. This study examines relationships between various listening dispositions and people’s propensity to experience interpersonal transcendence. Participants (N = 300) completed the Interpersonal Transcendence Scale (ITS) along with the Listening Styles Inventory (LSI), the Active Empathic Listening scale (AEL), and the Listening Styles Profile–Revised (LSP-R). Results indicated substantial relationships between ITS responses and the LSI and AEL. The LSP-R dimensions of Relational Listening and Analytical Listening were also related to ITS responses. Other results indicate that propensity to experience interpersonal transcendence is associated with minority group status and age.     

城市建设用地的潜在生态适宜性评价——以上海市宝山区为例

在城市快速扩张的区域,传统基于土地利用现状的生态适宜性评价方法在支持未来城市建设用地的开发决策方面具有一定的局限性。本文首次提出了城市建设用地潜在生态适宜性评价的概念和方法,把模拟预测得到的未来城市土地利用分布作为重要因子加入生态适宜性评价框架,生成更适合于未来城市建设用地规划决策的潜在生态适宜性评价结果。以上海市宝山区为例,空间化展现城市用地扩张背景下的2050年城市建设用地潜在生态适宜性分布情况,并与传统生态适宜性评价结果进行空间量化对比分析。分析结果表明,潜在生态适宜性评价有效降低了不适宜及较不适宜开发用地与未来城市建成区重叠度较高的矛盾（分别由9.74%和22.7%降低为0.0%和14.5%）,能更好地匹配城市开发边界规划和生态空间规划,突显未来发展过程中的生态保护重点区域。本文实证了新方法的科学性和有效性,该方法能更好地为城市扩张背景下的生态城市规划提供决策支持。     

The use of a weighted impact factor for the creation of a polythematic list of the most cited journals

The standard impact factor allows one to compare scientific journals only within particular scientific subjects. To overcome this limitation, another indicator of citation, viz., the thematically weighted impact factor (TWIF), is proposed. This indicator allows one to compare journals of various subjects and takes the fact that a journal belongs to several subjects into account. Information on the thematic headings of a journal and the value of a standard impact factor is necessary for calculation of the indicator. The TWIF, which is calculated according to the citation index of Journal Citation Reports, is investigated in this article.     

卡文迪什实验室发展中的室主任作用机理

作为"世界物理学家圣地",卡文迪什实验室的创新发展离不开麦克斯韦、汤姆森、卢瑟福等一批成就卓著的实验室主任的将帅作用。通过对卡文迪什实验室141年创新发展史的考察和研究,我们发现,历届室主任主要通过导向机制—创新定位因素模型、凝聚机制—创新人才因素模型、筹资机制—创新经费因素模型、表率机制—创新文化因素模型、育人机制—创新后备因素模型,即5M-5F模型,作用于卡文迪什实验室的创新发展全过程,推动着实验室自主创新能力的演化和提升。这为我国发挥实验室主任作用,增强国家重点实验室自主创新能力提供了有益启示。     

Embodied encounters with more-than-human nature in health and physical education

ABSTRACT

Despite the importance of interactions with natural environments for personal and social well-being, there is only limited evidence of the relationship between the environment and health as an idea or area of study in school education in Australia. Logically, the place for such a study, at least in Australia, would be within the Health & Physical Education (HPE) key learning area. However, in HPE, alternative ways of considering health beyond the dominant ‘healthism’ discourses which privilege physical activity, fitness, food and nutrition struggle for any kind of existence. Gruenewald (2004. A Foucauldian analysis of environmental education: Toward the socioecological challenge of the earth charter. Curriculum Inquiry, 34(1), 71–107) suggests looking to the margins of a field to see what knowledge is silenced or subjugated in order to open up new conditions of possibility. This challenged us to look beyond taken for granted ways of thinking about health to identify other resources, perhaps unrecognised as yet, that teachers might draw on to constitute their knowledge of health. To do this, we look to interview data collected when teachers were asked to talk about their personal experiences of the relationship between the environment and health. The analysis of the interviews demonstrated how the teachers conceptualised the relationship between the environment and health by drawing on embodied experiences and affective encounters with more-than-human nature. By theorising these encounters through a post-human, new-materialist lens, we demonstrate how their corporeal knowledge, developed through embodied experiences, has the potential to assist teachers in formulating less institutionalised health understandings. We argue that these encounters with more-than-human nature can serve as alternatives to those dominant healthism discourses that invoke problematic risk, fear and crisis responses.