The sequence of learning cycle activities in high school chemistry

The sequence of the three phases of two high school learning cycles in chemistry was altered in order to: (I ) give insights into the factors which account for the success of the learning cycle, (2) serve as an indirect test of the association between Piaget's theory and the learning cycle, and (3) to compare the learning cycle with traditional instruction. Each of the six sequences (one n o d and five altered) was studied with content and atritudc measures. The outcomes of the study supported the contention that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge.     

Cultural literacy: A positive view

E. D. Hirsch, Jr.'sCultural Literacy attracted much negative criticism by, among others, H. J. Graff, B. Hendley, and H. R. Woodhouse writing inInterchange. In their articles they expressed their disapproval of Hirsch's social views and his list of cultural items which every American should know. According to these critics, Hirsch failed to take account of some very important issues in education, such as the place of form as well as content, or the attention given to actual components of youth and ethnic culture as opposed to the more static and perhaps anachronistic elements of elite culture. These criticisms are examined in the light of the actual situation in the schools rather than from an ideological point of view. Contrary to the opinion held by the critics, it is reasoned that the idea of cultural literacy as well as the list of specific items embodying it may be useful in curriculum planning in general and in setting minimum goals for the education of the disadvantaged in particular.     

The Economics of Filmed Entertainment in the Digital Era

Journal of Cultural Economics -     

Plasma Homocysteine,Folate and Vitamin B<Subscript>12</Subscript> levels in senile cataract

Elevated plasma Homocysteine level is an independent risk factor for age related (senile) cataract. Certain nutritional deficiencies, in particular Folate, Vitamin B₁₂, Vitamin B₆ relate inversely with Homocysteine level. This study was undertaken to evaluate the plasma level of Vitamin B₁₂, Folate, and Homocysteine of cataract patients and to study the interplay between them. Serum Homocysteine level is significantly increased in cataract patients when compared with control (p< 0.001). There was a significant decrease in the level of Folate as compared with control (p<0.001). There was a negative correlation between Homocysteine vs. Vitamin B₁₂ (p<0.01) and Folate (p<0.01) in the Cataract patients. Our findings suggest that increased plasma Homocysteine level is associated with decreased plasma levels of Folate and VitaminB₁₂ in Cataract patients, which might have a possible role in the root cause of cataract pathogenesis.     

Israel's Role in Diaspora Jewish Education

What will the supplementary school be like in 1990? Here are some unhedged predictions, and our reasons for them.     

A cervical spine model to predict injury scenarios and clinical instability

A complete and detailed three-dimensional finite element model of the human cervical spine (C1–C7), including soft and hard tissues, was created using a digitized geometric measurement tool. The model was validated against existing experimental studies in flexion, extension, lateral bending, and axial rotation. The aims of this study were to use the model to simulate the mechanisms of injury scenarios, such as diving and football accidents, and to correlate the external and internal responses of the spinal components to disc herniation and clinical instability. It was determined that a shear-generated flexion moment of about 10 Nm or a compression-flexion load of 450 N would generate significant stresses and strains in the discs, together with sufficient posterior-anterior displacement and rotational angulation of the vertebrae, to place the mid and lower cervical spine at risk of clinical instability or disc herniation. The results revealed that the location of the maximum stresses in the discs could not be directly correlated with the type of loads. In addition, for the loadings considered, the maximum displacement of the spine could be reduced by as much as 50% when the restraint of the cervical spine is changed from a C7–T1 to C7–T1 and C1–C2 fixed conditions.     

Gender Differences in Children's Throwing Performance: Biology and Environment

Abstract

This study evaluated the influence of biological and environmental variables on the differences between the throwing performance of 5-year-old girls and boys. A total of 100 children (48 girls, 52 boys) were tested on throwing for distance and rated on two components of throwing form—trunk rotation, and foot action. Children were evaluated on eight biological characteristics—height, weight, body mass index, ponderal index, sum of four skinfolds, body diameters, arm and leg girths, and somatotypes—and four environmental characteristics—older brother, older sister, presence of adult male, and playing with older children. Results indicated that boys threw farther than girls and exhibited more mature form. Boys had greater joint diameters than girls, a smaller sum of four skinfolds, and more estimated arm muscle. Boys were more likely to play regularly with older children. Girls' throwing performance was only 57% that of boys, but when throwing was adjusted for a linear composite of biological variables, girls' throwing performance increased to 69% of boys'. Thus, while the differences in most motor performance tasks between boys and girls prior to puberty have been attributed to environmental factors, some of the differences in throwing performance appears to reflect biological characteristics, even as early as 5 years of age.     

Making sense of power relations in a Malaysian English-as-a-second-language academic writing classroom

The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of power-relational, socio-cultural and epistemological conditions for effective teaching and learning. As the teacher in this classroom, I focus on how power-relational conditions play out. To activate the power conditions, I used a teaching principle in Teaching English to Speakers of Other Languages (TESOL)-negotiated interaction to reduce power-based mismatches between participants in a teaching or learning relationship in my classroom, drawing upon Kumaravadivelu’s work on post-method pedagogy for TESOL; that is, not being bound by any specific method of teaching. In analysing the different types of power that were operational in my classroom, wider implications of power that operate beyond the classroom level and how they impacted teaching and learning decisions were found to be highly illuminating. The action research methodology used for this study enabled me to reflect critically on my detailed diary recordings and student letter and interview collections, which in turn impacted on my teaching decisions as each teaching cycle was completed. My reflections also help shape my evolving identity as a teacher-researcher throughout this ongoing Malaysian action research journey.