Responses to Educational Television: a case‐study

The paper focuses on the need to evaluate responses to educational television despite the difficulties involved. Case‐study and survey methods were used in one Local Education Authority and responses to a documentary schools' broadcast by 129 pupils in four schools examined in detail. Pupils who engaged in spoken or written follow‐up activities to the programme were more prone to change attitudes as a result when compared with a control group who experienced no follow‐up. Greater tentativeness was shown by the group engaging in extensive follow‐up (talking and writing) and this group also achieved higher essay marks than pupils who had not engaged in discussion follow‐up. Implications for classroom practice in relation to ETV are considered.     

‘... for more and better religious education’

Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points.     

Waiting for Boyer: A Cross-Generational Dialogue

The following is a one-act play containing a dialogue between two physical education and sport science professors (Metzler, 1994) as they travel back from the 1995 NAPEHE Conference, “Beyond Scholarship Reconsidered: The Mosaic of Scholarship in Physical Education.” The play's dialogue is drawn from three major sources: the authors' biographies, their personal opinions regarding Scholarship Reconsidered, and the published professional literature in physical education and the sport sciences. The characters represent two cohorts in faculty: those who are early in their careers and those who have canied out the first half of their careers under the current model of scholarship in higher education.     

Eccentric exercise-induced muscle damage dissociates the lactate and gas exchange thresholds

We tested the hypothesis that exercise-induced muscle damage would increase the ventilatory (V(E)) response to incremental/ramp cycle exercise (lower the gas exchange threshold) without altering the blood lactate profile, thereby dissociating the gas exchange and lactate thresholds. Ten physically active men completed maximal incremental cycle tests before (pre) and 48 h after (post) performing eccentric exercise comprising 100 squats. Pulmonary gas exchange was measured breath-by-breath and fingertip blood sampled at 1-min intervals for determination of blood lactate concentration. The gas exchange threshold occurred at a lower work rate (pre: 136 ± 27 W; post: 105 ± 19 W; P < 0.05) and oxygen uptake (VO(2)) (pre: 1.58 ± 0.26 litres · min(-1); post: 1.41 ± 0.14 litres · min(-1); P < 0.05) after eccentric exercise. However, the lactate threshold occurred at a similar work rate (pre: 161 ± 19 W; post: 158 ± 22 W; P > 0.05) and VO(2) (pre: 1.90 ± 0.20 litres · min(-1); post: 1.88 ± 0.15 litres · min(-1); P > 0.05) after eccentric exercise. These findings demonstrate that exercise-induced muscle damage dissociates the V(E) response to incremental/ramp exercise from the blood lactate response, indicating that V(E) may be controlled by additional or altered neurogenic stimuli following eccentric exercise. Thus, due consideration of prior eccentric exercise should be made when using the gas exchange threshold to provide a non-invasive estimation of the lactate threshold.     

Kenneth Burke at the MoMA: A viewer’s theory*

When Kenneth Burke visited the Museum of Modern Art exhibition “Road to Victory: A Procession of Photographs of the Nation at War” in the summer of 1942, he most likely did not expect to leave with such intense and intensely contradictory impressions. His visit there offers rhetoric scholars an opportunity to examine the exhibition – important for museum rhetoric because of its propagandistic political message and its innovative visual and material design. Considering the exhibition on its own terms, and the way designers managed problems of circulation and implemented new methods of “extended vision” helps us to present Burke’s then-developing theories (placement, the pentad) as themselves decidedly visual – photographic, even – and concomitantly, for that moment at least, as decidedly war-directed.     

A Learning‐centred Faculty Certificate Programme on University Teaching

Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process.     

Drawing a computer scientist: stereotypical representations or lack of awareness?

ABSTRACT

Stereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a “nerd” culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants’ drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age.     

Classroom materials

Social Studies for the Young Child Science for the Young Child Creative Movement for the Developing Child Telling Stories Through Movement by Dorian and Gulland Fearon Pitman Publishers, Inc. 6 Davis Drive Belmont, CA 94002

Friendly Dragons, From the Best In Children's Literature — Level 3, Edited by Dr. Walter Loban and Lillian M. Watklns, Bowmar/Noble Publications Inc., 4563 Colorado, Los Angeles, CA 90039

“Discovering Nature” “Earth Science” Published by Educational Insights. Inc., 20435 S. Tillman Ave., Carson, California 90746

Nutrition: Food and Health, Science and Mankind, Inc., Communications Park, Box 200, White Plains, New York, 10802