Information privacy concerns and demographic characteristics: Data from a Korean media panel survey

This study explores the relationship between individuals' demographic characteristics and information privacy concerns (IPC) using panel data from the Korea Information Society Development Institute (KISDI) that has collected a large sample from 7809 respondents. Its goal is to address the gaps in existing information privacy literature that focuses mainly on behavioral determinants of IPC and thus has not paid much attention to the direct examination of the relationship between demographic characteristics of individuals and IPC. A few relevant studies that focus on such a relationship have produced inconsistent results. In our study, we found that while the effects of educational attainment, income level, and marriage are in line with existing studies, the effects of gender and age are at odds with existing studies. The main contribution of this study is to confirm the results of previous studies with a large sample and enables the generalization of empirical findings. In addition, the results that are in contrast to the literature can generate new research avenue.     

Visual Short‐Term Memory for Complex Objects in 6‐ and 8‐Month‐Old Infants

Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory.     

萎叶提取物增强5-氟尿嘧啶对结肠癌细胞HT29和HCT116的生长抑制作用

研究目的：探讨萎叶（PB）提取物对5-氟尿嘧啶（5-FU）抑制结肠癌细胞HT29和HCT116生长的影响。研究方法：HT29和HCT116细胞分别给予PB、5-FU以及两种药物联合治疗24小时,应用等效线图法分析PB和5-FU的药效学相互作用,AnnexinV／PI染色法检测HT29和HCT116细胞的凋丁L=情况,高效液相色谱法排除PB和5-FU间任何可能的相互化学作用。重要结论：联合PB,低剂量5-FU可以在短时间内起到细胞毒作用,而单独应用PB或5-FU治疗较联合治疗可以诱导更多细胞发生凋亡。进一步采用等效线图法分析显示PB和5-Fu的联合作用在抑制结肠癌细胞HT29和HCT116的生长中分别体现出协同和拮抗作用。因此可以认为在HT29细胞中,PB使得较低剂量5-FU发挥最大抑制结肠癌细胞生长效果,然而在HCT116细胞中,PB没有显著降低5-FU的药物浓度,说明PB和5-FU的相互作用不仅仅体现在诱导细胞凋亡方面。     

Should great lakes city build a new power plant? How youth navigate socioscientific issues

There is a growing consensus that simply learning enough science to decipher public debates on socioscientific issues will not make citizens better equipped to handle the complex and ill‐structured problems these controversial issues present. This study highlights the interaction and complex interplay between youth authored and appropriated frames for making sense of socioscientific issues. To do so, we analyze how two middle‐school aged youth, in an after‐school program focused on green energy technologies, made sense of and took a stance on whether their city should build a new hybrid power plant over the course of a 13‐week unit. Using critical sociocultural perspectives on learning and qualitative case study, we examined how the two youth navigated the issue and the resources, scientific and otherwise, they leveraged in defining the problem spaces involved in whether their city should build a new power plant. Our findings indicate that the scientific knowledge youth brought with them and acquired over the course of the investigation influenced how they made sense of the issue, but their knowledge was deeply connected to a range of personal and public discourses that influenced how they defined the issue and why it mattered to them. In particular, it was through how they framed their range of knowledge and experiences that they were able to recognize the multi‐dimensional nature of the problem and propose complex solutions resonant with the science they understood. Our study offers conceptual tools for teaching and learning socioscientific issues. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 541–567, 2012     

Characterizing disability in Head Start programs: Not so clearcut

Head Start programs are required to set aside at least 10% of program slots for children with disabilities, but the percentage of children with disabilities served varies depending on the criteria used and source of the information. This study used the Head Start Family and Child Experiences Survey (FACES) 2000 data for a nationally representative sample to identify subgroups of children meeting three different criteria for having a disability or developmental delay. Results indicated that about one-third of children in Head Start (33%) met one or more of the criteria for a disability or delay, about one-third of those children (33%) met criteria for two or for all three of the subgroups. However, only 8% of children in Head Start had an Individualized Education Program (IEP). Children with disabilities or delays, regardless of the subgroup criteria used, had higher levels of many other risk factors associated with poor developmental and school readiness outcomes. They also exhibited poorer performance on early literacy, social, and behavioral measures both at entry into Head Start and at the end of kindergarten compared with children not in each of those subgroups. Implications of the findings for screening and assessment, serving children in Head Start programs, and the need for linkages between Head Start programs and the preschool special education system are discussed.     

Reflexivity and self-care for creative facilitators: stepping outside the circle

Those who work with others to explore new and creative ways of thinking about community and organizational participation, ways of engaging with others, individual well-being and creative solutions to problems, have a significant role in a cohesive society. Creative forms of learning can stimulate reflexive practices of self-care and lead to enhanced relationships and practices both personally and professionally. We argue that those who facilitate such practices for others do not always practice their own self-care, which potentially leads to burnout and disillusionment. This research sought to explore understandings and practices of self-care with such facilitators in order to develop resources or techniques to support more sustainable professional identities. A key finding is that reflexive processes are most effective and transforming when shared as a social practice.     

A Comment on: Rowlands & Carson ``Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review'

The critique of ethnomathematics by Rowlands and Carson that appeared recently provides an opportunity to open debate on cultural issues in mathematics. This response argues that such debate must be based on contemporary writing in the field, and should not focus on extreme views within the political justification for ethnomathematics. It addresses some of the philosophical questions raised by Rowlands and Carson, and the relationship of the field with indigenous knowledge is raised. We also suggest that the role of ethnomathematics in mathematics education is now predominantly an empirical matter,and comment on some preliminary results from recent studies that indicate a positive role for culturally-based curricula. This revised version was published online in August 2006 with corrections to the Cover Date.     

Computer frequency control of vocabulary in language learning reading materials

Vocabulary is one of the major obstacles to attaining reading fluency in a second language. The major European literary languages have vocabularies of many tens of thousands of items. For efficient learning, the vocabulary systems must be structured in terms of frequency groupings so that the more frequent items are mastered before the less frequent ones. The learner, however, has no way of determining the relative frequency of the words in his text. The solution involves: 1) the establishment of various word frequency groups and 2) marking the words in the reading text so that the learner has a clear set of rational priorities. Statistical studies suggest that approximately the most frequent 5,000 words constitute a minimum vocabulary for liberated reading and account for about 90% of the different words in an average text. The learning of the less frequent items should be deferred until these are mastered. Further, the presentation of the higher frequency words within the 1,000–5,000 range should be sequenced by groups in terms of their relative frequencies. Each group might correspond to a particular level of language proficiency. This goal can be attained by means of a system in which the frequency category of each text word is marked so that the learner knows its relative importance and can structure his vocabulary acquisition accordingly. A marking procedure by frequency is integrated with a marginal translation or glossing routine. The article proposes a set of frequency groups and describes an algorithm for the implementation of a frequency identification and marking procedure on an IBM 360 computer. A sample page of a Russian text book utilizing the technique is given and several other potential utilizations are described.     

Internationalising higher education: comparing the challenges of different higher education institutions in Malaysia

Internationalisation of higher education in Malaysia is seen as a means for improving and empowering higher education so that the higher education institutions in the country can become comparable to the best in the world. While the government has spelt out the directions as well as some of the targets for internationalisation, higher education institutions in the country have been internationalising for different reasons and with different levels of priority and intensity. Public universities, especially the older ones, have been engaged in internationalisation as part of their academic growth and development. Concurrently, a variety of private institutions of higher learning has evolved since the opening up of private higher education from the 1980s. These include private universities that have been established by large corporations, smaller private colleges that have been elevated to the status of degree-conferring institutions as well as branch campuses of foreign universities. The objective of this paper is to examine the different concepts and challenges of internationalisation faced by the different types of higher education institutions in the country, using the case study approach. It was found that in each of these cases, the concept of internationalisation and the challenges faced are different, although funding is raised as a problem in three of the four cases. These different challenges imply that current policies may have to be fine-tuned in order to address the different needs of these institutions in their respective efforts to internationalise.     

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Learning Environments Research - When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new...