School Culture and Performance: Testing the Invariance of an Organizational Model

The present study examines the generalizability of a previously‐validated model concerning how visible aspects of organizational culture can affect performance within an educational environment. Data were collected from 156 upper and lower secondary‐school teachers selected at random from 26 secondary schools in Singapore. The results indicate that school performance can be determined from knowledge of a school's cultural environment. The theoretical and practical implications of the results are discussed.     

Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts

Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.     

Classroom Testing Procedures,Test Anxiety,and Achievement

Four groups (N = 116) were maintained in a 4-factor analysis of covariance design to determine if more frequent, graded unit examinations followed by test feedback facilitate achievement and allow students with high-measured test anxiety to perform better on final course examinations. The testing procedures studied consisted of the administration of 168 examination items as either three or six unit exams, grading or not grading the unit exams, and providing or not providing class feedback and discussion following the examinations. Analysis of performance on two posttest measures indicated that the subjects achieved more from frequent, graded unit tests followed by feedback; however, variations of these conditions did not appear to influence the performance of the students with high-measured test anxiety.     

Rhetorical pedagogy as a postal system: Circulating subjects through Michael Warner's “publics and Counterpublics”

BURKE AND THE NATURE OF POLITICS: THE AGE OF THE AMERICAN REVOLUTION. By Carl B. Cone. Lexington: University of Kentucky Press, 1957; pp. xvi+415. $9.00.

THE CORRESPONDENCE OF EDMUND BURKE (Volume I, April 1744—June 1768). Edited by Thomas W. Copeland. Cambridge: The University Press and Chicago: University of Chicago Press, 1958; pp. xxvi+377. $8.00.

A CHECKLIST OF THE CORRESPONDENCE OF EDMUND BURKE. By Thomas W. Copeland and Milton Shumway Smith. Cambridge: The University Press for the Index Society, 1955; pp. xvíii+481. No list price.

A NOTE‐BOOK OF EDMUND BURKE. Edited by H. V. F. Somerset. Cambridge: The University Press, 1957; pp. xii+120. $3.50.

THE MORAL BASIS OF BURKE'S POLITICAL THOUGHT: AN ESSAY. By Charles Parkin. Cambridge: The University Press. 1956; pp. viii+145. $2.50.

EDMUND BURKE AND THE NATURAL LAW. By Peter J. Stanlis. Ann Arbor: University of Michigan Press, 1958; pp. xv+311. $5.75.

A PHILOSOPHICAL INQUIRY INTO THE ORIGIN OF OUR IDEAS OF THE SUBLIME AND BEAUTIFUL. By Edmund Burke. Edited with an Introduction and Notes by J. T. Boulton. London: Routledge and Kegan Paul and New York: Columbia University Press, 1958; pp. cxxx+197. $5.00.

EDMUND BURKE. By T. E. Utley. (Writers and Their Work: No. 87.) Lendon: Longmans, Green for The British Book Council and the National Book League, 1957; pp. 36. Two shillings.

REFLECTIONS ON THE REVOLUTION IN FRANCE. By Edmund Burke. Edited with an Introduction by Thomas H. D. Mahoney and an Analysis by Oskar Piest. (The Library of Liberal Arts, No. 46.) New York: Liberal Arts Press, 1955; pp. xliv+307. Paper $1.25, cloth $2.50.     

Film choices for screening literacy: the ‘Pygmalion template’ in the curriculum as contact zone

This study discusses the representation of (the) literacy (myth) in popular movies and a teaching and research project on cinematic literacy narratives. It attempts to reveal the existence of a powerful ‘Pygmalion template’ in contemporary movie culture. Focusing on a discourse or culture clash ‘Pygmalion movies’ simultaneously contribute to the discursive construction and deconstruction of the literacy myth. Because of their polysemic character, these films offer fertile grounds for inquiring into the problematic nature of literacy acquisition and discourse or culture clashes. Inviting pre‐service teachers to reflect on these issues, the authors created a curriculum as contact zone in which films are used as a primary source of knowledge and insight together with students’ movie analyses and interpretations, personal narratives, and theoretical readings. This exploratory study of on‐line discussion groups revealed the students’ contradictory and competing movie readings. Organizing the curriculum as a contact zone deepened the students’ and one’s own understanding of literacy as an ideological site of struggle in (movie) culture.     

Label-free electronic probing of nucleic acids and proteins at the nanoscale using the nanoneedle biosensor

Detection of proteins and nucleic acids is dominantly performed using optical fluorescence based techniques, which are more costly and timely than electrical detection due to the need for expensive and bulky optical equipment and the process of fluorescent tagging. In this paper, we discuss our study of the electrical properties of nucleic acids and proteins at the nanoscale using a nanoelectronic probe we have developed, which we refer to as the Nanoneedle biosensor. The nanoneedle consists of four thin film layers: a conductive layer at the bottom acting as an electrode, an oxide layer on top, and another conductive layer on top of that, with a protective oxide above. The presence of proteins and nucleic acids near the tip results in a decrease in impedance across the sensing electrodes. There are three basic mechanisms behind the electrical response of DNA and protein molecules in solution under an applied alternating electrical field. The first change stems from modulation of the relative permittivity at the interface. The second mechanism is the formation and relaxation of the induced dipole moment. The third mechanism is the tunneling of electrons through the biomolecules. The results presented in this paper can be extended to develop low cost point-of-care diagnostic assays for the clinical setting.     

The effect of rowing headgear on forced convective heat loss and radiant heat gain on a thermal manikin headform

Abstract

Both radiant and forced convective heat flow were measured for a prototype rowing headgear and white and black cotton caps. The measurements were performed on a thermal manikin headform at a wind speed of 4.0 m · s^?1 (s = 0.1) in a climate chamber at 22.0°C (s = 0.05), with and without radiant heat flow from a heat lamp, coming from either directly above (90°) or from above at an angle of 55°. The effects of hair were studied by repeating selected measurements with a wig. All headgear reduced the radiant heat gain compared with the nude headform: about 80% for the caps and 95% for the prototype rowing headgear (P < 0.01). Forced convective heat loss was reduced more by the caps (36%) than by the prototype rowing headgear (9%) (P < 0.01). The radiant heat gain contributed maximally 13% to the net heat transfer, with or without headgear, showing that forced convective heat loss is the dominant heat transfer parameter under the chosen conditions. The results of the headgear – wig combinations were qualitatively similar, with lower absolute heat transfer.     

The effects of task constraints on the organization of interception movements

In the light of the intensity coupling effects reported in the literature, subjects' capacities for independently controlling the absolute velocity of their movement at the point of interception was evaluated by asking them to learn to propel orthogonally approaching balls, varying in their speed of approach, into target boxes placed at various distances from the interception point. As required for successful accomplishment of the task, movement velocity was found to be adapted to the distance to be covered, with the near target giving rise to lower velocities and the far target giving rise to higher velocities even when the conditions were presented in random order. Nevertheless, even though target distance accounted for a substantial proportion of the total variance, a small but significant effect of ball approach speed on movement velocity was found, suggesting that intensity coupling is a persistent but modulable phenomenon in interception tasks.     

Testing Social-Cognitive Theory to Explain Physical Activity Change in Adolescent Girls From Low-Income Communities

Purpose

The aim of this study was to test the hypothesized structural paths in Bandura's social-cognitive theory (SCT) model on adolescent girls' physical activity following a 12-month physical activity and dietary intervention to prevent obesity.

Method

We conducted a 12-month follow-up study of 235 adolescent girls (M _age = 13.2 years, SD = 0.4) from 12 secondary schools located in low-income communities. At baseline, participants completed SCT scales related to physical activity (i.e., self-efficacy, intention, parental support, and outcome expectations). At baseline and 12-month follow-up (postintervention), participants wore accelerometers for 7 days. Structural equation modeling was used to determine if Time 1 measures predicted physical activity at 12-month follow-up after adjusting for baseline activity.

Results

The model explained 28% and 34% of the variance in physical activity and intention, respectively. Model fit indexes indicated the data were a good fit to the model; however, only self-efficacy was associated with physical activity at 12 months. There was no support for intention or outcome expectations as proximal determinants of behavior. Self-efficacy was associated with outcome expectations and parental support; however, only outcome expectations predicted intention.

Conclusions

Current findings indicate a large proportion of the variance for physical activity and intention remains unexplained and that the proposed pathways in the SCT model were not fully supported. Future model testing may need to consider augmentation or integration of theoretical models, which may include ecological components if we are to advance our understanding of physical activity behavior in this subgroup of the adolescent population.