Crafting multicultural science education with preservice teachers through service-learning

Many science educators, in the US and elsewhere, suppport the idea that all students should have fair and equal opportunities to become scientifically literate through authentic, real problem-based science education. However, this challenge requires teachers to find ways to help all students feel comfortable with, and connected to, science. Despite the general consensus around the ideal of science for all, science teacher education programmes have had little or no impact on preservice teachers' philosophies of teaching and learning, especially as it relates to serving underserved populations in science. In this paper, I explore community service-learning as one way of addressing the multicultural dimension of preservice education with the following three questions: In what ways does involving pre-service science teachers in community service-learning influence their views on multicultural science education, in theory and practice? What qualities of community service-learning make multicultural science education a realistic objective? How might service-learning be used to push our collective understanding of what an inclusive and liberatory multicultural science teaching practice could be? I explore these questions and propose further areas of research by using a case study involving service-learning from my own teaching-research with preservice students.     

Guidelines for the protection and treatment of the abused child

The purpose of this paper is to review ten actions that can be taken by multi- disciplinary child protection teams or individuals in this field to assure that the interests of the abused child are consistently addressed.     

Improving quantitative volumetric analysis skills in first year university chemistry courses

This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems students encountered and what interactions they had with other students and with demonstrators. The data were logged on a Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video data of their laboratory performance after this intervention provides evidence of improved performance. Specializations: academic development in the sciences, evaluation of computer-based learning materials. Specializations: physical chemistry, chemical education at tertiary level. Specializations: design and development of computer-based learning materials. Specializations: electrochemistry, general physical chemistry at secondary and tertiary level. Specializations: chemical education at secondary and tertiary level, theoretical chemistry.     

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.     

Hydroxychavicol,a polyphenol from Piper betle leaf extract,induces cell cycle arrest and apoptosis in TP53-resistant HT-29 colon cancer cells

This study aims to elucidate the antiproliferative mechanism of hydroxychavicol(HC).Its effects on cell cycle,apoptosis,and the expression of c-Jun N-terminal kinase(JNK)and P38 mitogen-activated protein kinase(MAPK)in HT-29 colon cancer cells were investigated.HC was isolated from Piper betle leaf(PBL)and verified by high-performance liquid chromatography(HPLC),nuclear magnetic resonance(NMR),and gas chromatography-mass spectrometry(GC-MS).The cytotoxic effects of the standard drug 5-fluorouracil(5-FU),PBL water extract,and HC on HT-29 cells were measured after 24,48,and 72 h of treatment.Cell cycle and apoptosis modulation by 5-FU and HC treatments were investigated up to 30 h.Changes in phosphorylated JNK(pJNK)and P38(pP38)MAPK expression were observed up to 18 h.The half maximal inhibitory concentration(IC₅₀)values of HC(30μg/mL)and PBL water extract(380μg/mL)were achieved at 24 h,whereas the IC₅₀of 5-FU(50μmol/L)was obtained at 72 h.Cell cycle arrest at the G0/G1 phase in HC-treated cells was observed from12 h onwards.Higher apoptotic cell death in HC-treated cells compared to 5-FU-treated cells(P<0.05)was observed.High expression of pJNK and pP38 MAPK was observed at 12 h in HC-treated cells,but not in 5-FU-treated HT-29 cells(P<0.05).It is concluded that HC induces cell cycle arrest and apoptosis of HT-29 cells,with these actions possibly mediated by JNK and P38 MAPK.     

A follow-up study of dyslexic boys

Over 500 men who attended the Gow School, an independent school for boys with developmental dyslexia, were given a follow-up questionnaire from 1 to 38 years after they left the school. More than half had graduated from college; business was the most frequently chosen major in college; most were employed in managerial or related business positions; and their adult reading habits and attitudes did not compare well with those of other men of similar socioeconomic backgrounds. Socioeconomic status and IQ were not predictive of adult outcome among these men in contrast to their effect in the general population. An important result was that severity of the reading problem upon entrance to Gow and the academic and remedial progress of the men while at the school were highly predictive of adult educational, occupational, and attitudinal status. This work was supported by funds from NIH grant HD00486, the Gow School, and the John F. Kennedy Institute.