Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.     

ANALYSIS OF FOURTH GRADE TESTING

Three hundred and ninety‐nine Grade 4 Brisbane children were given a battery o1 general ability and achievement tests. Means and standard deviations allowed construction of 15‐point scales for a Queensland Grade 4. A correlation matrix included indices concerning sub‐tests of general ability and achievement tests. Comparisons with original A.C.E.R. co‐efficients were made. The matrix was factor sub‐tests of general ability and achievement tests. Comparisons with analysed and rotated, three factors emerging ‐‐ verbal, performance and computational. A canonical correlation was performed and three significant elements emerged ‐‐ a verbal, a computational (or integrative or automatic sequential) and a problem‐solving element.     

Australian teacher education: inside-out,outside-in,backwards and forwards?

Abstract

Teacher Education in Australia seems to be in a dynamic and constant cycle of review and change. Policy governing teacher education has also been eminently changeable and dynamic. To some extent this stems from three year terms for governments where a short term and expedient political view is taken. There has also been ongoing centre-periphery tension between the Commonwealth government and the State governments regarding regulation and accreditation of teacher education programmes with there now being regulatory bodies at both national (Australian Institute of Teaching and School Leadership – AITSL) and state levels. Despite all of this, teacher education is still the butt of ongoing criticism and investigation and is now more highly regulated than ever. Since teacher education occurs within a university context, with the exception of that which is offered through some private providers or some Technical and Further Education (TAFE) providers, it is also at the whim of government funding policies impacting universities generally.     

International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.     

Diversity as a natural occurrence: an enrichment strategy of peer learning

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.     

Modeling of D-STATCOM in distribution systems load flow

This paper presents modeling of Distribution STATCOM (D-STATCOM) in load flow calculations for the steady- state voltage compensation. An accurate model for D-STATCOM is derived to use in load flow calculations. The rating of this device as well as the direction of required reactive power injection for voltage compensation in the desired value (1 p.u.) is de- rived and discussed analytically and mathematically by the phasor diagram method. Furthermore, an efficient method for node and line identification used in load flow calculations is presented. The validity of the proposed model is examined by using two standard distribution systems consisting of 33 and 69 nodes, respectively. The best location of D-STATCOM for under voltage problem mitigation approach in the distribution networks is determined. The results validate the proposed model for D- STATCOM in large distribution systems.     

The Needs-Based Assessment of Parental (Guardian) Support: a test of its validity and reliability

OBJECTIVE: The purpose of this paper is to present a newly developed measure of guardian support, the Needs-Based Assessment of Parental (Guardian) Support (NAPS), an empirical evaluation of that measure, and its comparison with another measure of guardian support. The theoretical model that underlies this measure applies humanistic theory and Maslow's hierarchy of needs to the understanding of guardian support. METHOD: The study employed a cross-sectional nonexperimental survey design using 183 nonoffending guardians who accompanied children presenting for a medical/forensic examination for sexual abuse. The NAPS and an existing measure of guardian support were administered during the hospital outpatient visit, and basic information concerning the child and abuse situations were gathered. RESULTS: The NAPS had robust psychometric properties and was culturally sensitive. Tests of specific hypotheses supported the construct validity of the measure and a conceptualization of guardian support as hierarchical, with four stages of support. CONCLUSIONS: The brevity and ease of administration of the NAPS for both the clinician and guardian suggest that it is a viable assessment tool. The strong support for the NAPS' underlying theoretical model suggests that the nonoffending guardians' available resources need to be considered when assessing guardian support.