From practice to theory,Ovide Decroly for Brazilian classrooms: a tale of appropriation

In this article the authors attempt to understand and apprehend the dynamic transnational movement of the appropriation of Ovide Decroly’s ideas and its ‘flight to Brazilian lands’. They work with the assumption that Decroly’s ideas, entangled in different levels, are articulating and interacting with the Brazilian cultural and educational environment. The intention is to get close to the classroom and to have a glimpse at the practices inside. To approach classroom practices, a traditional archive has been chosen, which is constituted by the pedagogical press, to have a thorough look within: pedagogical periodicals and pedagogical collections, and analyses of two books and six articles concerning Decroly’s ideas published in Brazil between 1927 and 1931. Methodological discussions are first introduced, and the substantial contents of the books and articles concerning Decroly’s ideas under study are then presented. In the analyses the authors debate what happened to Decroly’s ideas when Brazilian teachers and intellectuals used them.     

幽默与笑话

A Tasty Meal A tourist in Africa sent his mother an exotic bird for her birthday. When he got back to the States, he called her. "Hi Mom," he said. "How'd you like the bird I gave you?" "It was delicious."     

The effect of Newsday's science education series program on selected ninth-grade students' comprehension of science reading material

Reading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use of Newsday's Science Education Series Program affected selected ninth-grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articles alone had Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught using Newsday's Science Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught using Newsday's Science Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other methods.     

WISC‐IV and low IQ: review and comparison with the WAIS‐III

The WISC‐IV is likely to be in common use for the assessment of children with low intellectual ability for the next 10–12 years. There are several concerns about its uses with these children. Some children may not understand the instructions on some subtests, notably for letter‐number sequencing. There may be an unacknowledged floor effect that will result in an overestimate of intellectual ability. The percentile ratings given in the manual are inaccurate for percentiles below 1%. Evidence is presented that the WISC‐IV may systematically give lower IQ scores than the WAIS‐III when assessing low IQ.     

“二语习得”理论及其在双语教学中的应用

双语教学在我国高等院校的开展已有十余年的实践,但教学效果褒贬不一,有效的双语教学模式仍是困扰双语教学质量的一个关键。本文结合克拉申（S.D.Krashen）关于第二语言习得理论的五种假设以及广东白云学院国际合作办学项目BTEC HND的实际经验,提出了一些双语教学中可以应用的教学理念和教学方法并努力形成一个理想双语教学模式的框架。     

Development and implementation of a microcomputer-based multi-user MEDLINE system

The Health Sciences Libraries Consortium, a group of health sciences libraries based in Philadelphia, PA, has implemented a MEDLINE database retrieval system based on the CD Plus PlusNet2 system. The system provides access to the entire MEDLINE database file through three centralized servers and four distributed servers, and is accessible over the HSLC wide-area network linking all of its members. This article describes the implementation process, from selection of the system to future development.     

Exploring Teachers’ Meta-Cognitive Skills in Mathematics Classes in Selected Rural Primary Schools in Eastern Cape,South Africa

Undoubtedly the acquisition of mathematical skills for problem solving is critically important in today’s sophisticated technological world. There is growing evidence that meta-cognition application is an important component of academic success in general and impacts on mathematical achievement in particular. Teachers’ application of meta-cognition therefore directs and reflects their teaching-practice behaviour which influences their learners’ learning with understanding in problem-solving. The purpose of the study reported on in this article was to explore teachers’ available meta-cognitive skills in class with the intention of supporting learners’ development of mathematics in problem-solving in some selected rural primary schools in the Eastern Cape, South Africa. The participants were three teachers purposefully selected from three primary schools. Interviews were conducted with the three teachers and three lessons were observed. The interviews, as an extension of observation, focused on the teachers’ knowledge or understanding of available meta-cognitive skills and how they used these skills in helping their learners’ development of mathematics problem-solving. The findings included a detailed exploration of the teachers’ acquisition and use of specific metacognitive skills, either consciously or unconsciously, during teaching and learning processes in order to develop their mathematics learners’ meta-cognitive skills as well as in solving mathematical problems. The results of the observation showed that there was evidence of teachers applying meta-cognitive skills unconsciously in assisting their learners in problemsolving in class. The interviews confirmed this evidence of available meta-cognitive skills which the teachers usually applied in assisting their learners in problem-solving in class. Recommendations have been made regarding teachers’ methods of teaching to improve the development of such skills in the lives of their mathematics learners through problemsolving.     

边界与桥梁:博物馆与全球文化和谐

数十年来,在政治、经济和技术变化支撑下,全球沟通联络越来越多,很多国家重新开始加强边界和国家认同,以便应对真实的和网络的恐怖主义和大规模移民,这些国家变得愈发保守和多疑。博物馆作为建立边界和认同的机构,对预防这种倾向非常关键,通过文化活动和国际展览维持国家之间的良好关系,建立对话平台和沟通的桥梁,促进共同理解,致力于“全球文化和谐”,从不同角度思考文化对于我们理解世界的作用。它涉及最终扫除隐藏于学院学科和艺术、现代化和博物馆等概念中的西方文化帝国主义最后残余。全球性未来关乎对文化与文化产品的本土化理解,关乎对全球文化多元性的更新性欣赏。     

Pathogenicity of bacterium, Xenorhabdus nematophila isolated from entomopathogenic nematode （Steinernema carpocapsae） and its secretion against Galleria mellonella larvae

INTRODUCTION Entomopathogenic nematodes of the generaSteinernema and Heterorhabditis have been used tocontrol a wide range of agriculturally important insectpests (Kaya and Gaugler, 1993). The mechanism bywhich these nematodes are able to infect and repro-duce in the insect host involves a mutual relationshipbetween the nematode and the symbiotic bacteria,Xenorhabdus spp. and Photorhabdus spp. (Akhurstand Dunphy, 1993; Forst and Nealson, 1996). Poinarand Thomas (1966) established tha…