For a ‘United’ Kingdom and a ‘Greater’ Britain: the British Olympic Association and the limitations and contestations of ‘Britishness’

During the first two decades of the twentieth century, the Home-Nations of England, Scotland, Ireland and Wales joined forces in competing in the Olympic Games under the banner of ‘Great Britain’ (or deviations thereof). The Olympics served as an important symbolic site for fostering and promoting a broader ‘British’ national identity. In practice, however, the prevalence and persistence of competing national identities and allegiances roiled early attempts to create a unified British Olympic team. These counter-prevailing forces of nationalism further served to undermine the British Olympic Association's ambitious attempt to unite the British Empire in a ‘Greater Britain’ team for the 1916 Berlin Olympic Games. As this work will reveal, ‘Britishness’ was a layered, contested and racially homogenous term that was interpreted and applied differently across various parts of the British Isles and its Empire.     

Photo-elicitation: reflexivity on method,analysis, and graphic portraits

In this methodological discussion, the authors detail and reflect on the processes of using photo-elicitation interviewing as a way to align with positive qualitative methodologies, to gain access to participant beliefs and values, and to highlight participant voices through their choices of words and visuals. A review of the literature and an overview of the educational research experiences leading to the discussion are included. Next, the discoveries regarding what is methodologically new and/or valuable concerning this visual method is presented. In the final section, the authors reflexively contemplate aspects of visual methodological processes in an effort to address methodological crossroads of potential and tension including: (1) the potential of decontextualized photos, (2) photos as metaphors of meaning, (3) photos as representations of inherent meaning, (4) participant empowerment, and (5) graphic representation or graphic portraits.     

The Grass Isn’t Always Greener: Perceptions of and Performance on Open-Note Exams

Undergraduate biology education is often viewed as being focused on memorization rather than development of students’ critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature–based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom’s levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature–focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that ­increased experience may be necessary to truly understand the impact of this intervention.     

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.     

Developing a comprehensive model of risk and protective factors that can predict spelling at age seven: findings from a community sample of Victorian children

The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner.     

Evaluation of Oxidative Stress and hsCRP in Polycystic Ovarian Syndrome in a Tertiary Care Hospital

PCOS is a heterogeneous endocrine disorder with diverse clinical presentation. Oxidative stress plays a key role in the pathophysiology of this disease. Serumhigh sensitive C-reactive protein (hsCRP), a marker of chronic low grade inflammation, is indicative of future development of cardiovascular disease. Our aim is to evaluate the oxidant status and hsCRP levels in PCOS. The study involved 61 cases and 61 controls in the age group of 18–40 years diagnosed with PCOS. Erythrocyte malondialdehyde (MDA), superoxide dismutase (SOD), serum hsCRP, gonadotrophins, thyroid stimulating hormone, prolactin, glycemic status and lipid profile were estimated. Erythrocyte MDA (p < 0.001), SOD (p = 0.007) and serum hsCRP (p < 0.001) were significantly elevated in PCOS patients than controls. Oxidative stress is present in women with PCOS along with elevated hsCRP.     

The study of systems and methods for scientometric analysis of scientific publications

This paper provides an overview of the methods and systems that are applied for scientometric analysis of scientific publications. Methods to identify promising research directions are described. The results of an experimental study aimed at determining the directions of scientific research within the subject area of “regenerative medicine” by using various methods are presented. Conclusions are made about the prospects and shortcomings of the applied methods. Directions for further research are proposed.     

The Challenges of Teaching the Introductory LIS Management Course

Teaching the introductory LIS management course may be the most challenging assignment for LIS professors because of the breadth of the subject, the probabilistic nature of management principles, and the differing management environments of LIS organizations. The best teaching strategy is to describe honestly to students the benefits and limitations of the course and to focus on the achievable objectives of introducing students to core management concepts, providing skill enhancement, and encouraging them to evaluate their management potential. The article discusses the difficulties of teaching leadership skills, the limits imposed by student competencies, and the impact of the professor's background on course content.