Categorical color coding by pigeons

Pigeons were trained on two independent tasks. One involved red and yellow hues, the other involved blue and green hues. For half of the birds, the two tasks were the same (i.e., both tasks were either matching-to-sample, or oddity-from-sample). For the remaining birds, the two tasks were different (i.e., one task was matching-to-sample; the other task was oddity-from-sample). Following acquisition, the pigeons were exposed to test trials on which either the correct or the incorrect comparison hue was replaced with one of the hues from the other task. On yellow-sample trials and on green-sample trials, the pigeons performed as if they had a common code for yellow and green. When there was one comparison available that was appropriate to the “yellow/green” code, performance remained high; but when either both comparisons or neither comparison was appropriate to the “yellow/green” code, performance dropped. The pigeons also tended to code red samples as green and to code blue samples as yellow. The results indicate that pigeons can categorically code colors under conditions that rule out a failure to discriminate among the colors.     

Does teachers’ pedagogical content knowledge affect their fluency instruction?

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.     

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation

There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.     

Video-assisted thoracoscopic surgery （VATS） for bilateral primary spontaneous pneumothorax

Objective:To review our experience of the treatment of bilateral primary spontaneous pneumothorax (PSP) by video-assisted thoracoscopic surgery (VATS). Materials and methods: Retrospective chart review was followed by an on-clinic or telephone interview. Patients were cared for by one thoracic surgeon in four medical centers or community hospitals in Northern and Central Taiwan. Thirteen patients with bilateral PSP underwent bilateral VATS simultaneously or sequentially from July 1994 to December 2005. Results: Twelve males and one female, with age ranging from 15 to 36 years (mean 23.1 years), were treated with VATS for bilateral PSP, under the indications of bilateral pneumothoracis simultaneously (n=4) or sequentially (n=9). The interval between the first and second contra-lateral VATS procedure for non-simultaneous PSP patients ranged from 7 d to 6 years. Eleven of 13 patients (84.6%) had prominent pulmonary bullae/blebs, and underwent bullae resection with mechanical or chemical pleurodesis. The mean operative time was (45.6±18.3) min (range 25-96 min) and (120.6±28.7) min (range 84-166 min) respectively for the non-simultaneous (second VATS for the recurrence of contralateral side after first VATS) and simultaneous (bilateral VATS in one operation) procedures. There was no postoperative mortality. However, prolonged air leakage (>7 d) occurred in one patient (7.7%) who recovered after conservative treatment. The mean duration of chest tube drainage was 3.1 d and the median follow up period was 3.4 years. Conclusions: VATS is a safe and effective procedure in the treatment of bilateral PSP. Bilateral VATS is only recommended for patients with simultaneously bilateral PSP, because the incidence of recurrence, even with visible bullae, was not so high in my group and in some previous literature. Bilateral VATS in a supine position should only be used in selective cases, because of possible pleural adhesion or hidden bullae on the posterior side.     

The easy-to-hard effect: Transfer along the dimension of orientation in the rat

Long-Evans rats were trained on an easy simultaneous discrimination problem and then transferred to a hard discrimination problem. The discriminanda were different orientations of stripes. In Experiment I, transfer was intradimensional with stimulus generalization controlled. The easy-to-hard effect was not found. In Experiment II transfer was intradimensional and either compatible (nonreversal) or incompatible (reversal). With compatible transfer, rats trained on a prior easy problem learned the hard problem faster than rats trained only on the hard problem. Persistent negative transfer was found with incompatible transfer. Attention was not supported as underlying the easy-to-hard effect. Explanations based on specific sources of intradimensional transfer, such as stimulus generalization or adaptation level, are suggested.     

The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.     

Globalization and the freedom of knowledge

This article considers the transmission of knowledge in higher education. It takes the metaphor of the music industry that pre‐selects the music people can buy. The sales potential is the leading principle in the selection process. Often the small producer is excluded because his or her music is not of commercial interest. The end‐customer does not know what he or she is missing because he or she has never heard the music. It is to be feared that a similar market principle will also influence the selection of knowledge and affect the capacity of higher education institutions to freely generate and transmit new knowledge. The globalization of higher education risks homogenizing the cultural traditions of the non‐Western world through a process of Western cultural domination. On the other hand, the Internet, via open source software like LINUX, might serve to democratize higher education and allow greater grassroots input.     

Distributing and Showing Farmer Learning Videos in Bangladesh

Purpose: To describe the results of showing farmer learning videos through different types of volunteers.

Design/Methodology/Approach: Semi-structured interviews with volunteers from different occupational groups in Bangladesh, and a phone survey with 227 respondents.

Findings: Each occupational group acted differently. Shop keepers, tillage service providers, agricultural input and machine dealers reached fairly small audiences. Tea stall owners had large, male audiences. Non-governmental organisations and community-based organisations, reached more women. The cable TV (dish-line) operators showed the videos on local TV, but some were reluctant to do so again. The Union Information Service Centres showed the videos and reached women viewers. Half of the official government extension agents surveyed also showed the videos publically.

Practical Implication: This video featured maize, wheat and rice seeding machinery. Because the machinery is complex and requires hands-on training, this first video aimed to expose tillage and sowing service providers and farmers to the machinery, without trying to teach them how to use it. But some farmers were so interested that they watched the video many times to learn more about the equipment. Before farmers and service providers decide to buy machinery for direct seeding, they still want to see and learn from demonstration plantings, to examine first-hand how the crop behaves when planted with the new equipment.

Originality/Value: Video can be an effective way of sharing high-quality information with a large audience, if properly distributed.     

Career Counseling for Longevity: Self-Care and Burnout Prevention Strategies for Counselor Resilience

Balancing self-care and other-care is often a struggle for career counselors and others in the helping professions. The process of caring is made up of a constant series of empathic attachments, active involvements, and felt separations. The ability to continually engage in the caring cycle is important for success. However, the constant need to re-create the cycle of caring can lead to counselor depletion and burnout. This article provides a developmental framework for assisting career counselors to avoid depleted caring while prolonging their professional longevity. The model of self-care includes recognizing the hazards of high touch work, such as limited resources and constant one-way caring. Also addressed are specific means of professional and personal sustenance, such as maximizing experiences of professional success and balancing personal wellness throughout one's career.