Computer History

FROM ENIAC TO UNIVAC: AN APPRAISAL OF THE ECKERT-MAUCHLY COMPUTERS by Nancy Stern (1981, 286 pp.—$25.00).

EARLY BRITISH COMPUTERS by Simon Lavington (1980, 139 pp.—$9.00, paper).

PROJECT WHIRLWIND: THE HISTORY OF A PIONEER COMPUTER by Kent C. Redmond and Thomas M. Smith (1980, 280 pp.—$25.00).

HERMAN HOLLERITH: FORGOTTEN GIANT OF INFORMATION PROCESSING by Geoffrey D. Austrian (originally published by Columbia University Press in New York: 1982. 418 pp.-819.95).

THE COMPUTER FROM PASCAL TO VON NEUMANN by Herman H. Goldstine (originally published by Princeton University Press in 1972, and also available since 1980 in paperback, 378 pp.—$25.00).

RECKONERS: THE PREHISTORY OF THE DIGITAL COMPUTER, FROM RELAYS TO THE STORED PROGRAM CONCEPT, 1935-1945, by Paul E. Ceruzzi (Westport, Connecticut: Greenwood Press, 1963— $29.95).     

Administration of high school forensics in Wisconsin

This article surveys the frontiers where speech, assembly, and the right to be silent meet the law in terms of philosophy of free speech of the United States Supreme Court, constitutional law, tort law, rights in intellectual property, and academic and corporate use of parliamentary law.     

Adventures in subsemiotics: towards a new 'object' and writing of visual culture

This article focuses on a debate between Mieke Bal and James Elkins regarding the nature and scope of visual semiotics. Their research, which is concerned with the conceptualisation of the smallest ‘subsemiotic’ marks of pictures, is examined here in terms of the broader issues of visual theory and critique. The exchange between them is used to illuminate a number of key concerns about the nature of visual semiotics and the critical practice it inaugurates for visual culture research. The developments in recent visual culture discourse are presented first with the suggestion that a re-evaluation of the very ‘object’ of visual culture is required, which would bring the differing positions of Bal and Elkins to accord. The contesting positions of Bal and Elkins represent the vacillating need in visual culture for a critical discursive framework and a specifically visual orientation. By drawing much insight from the writings of Roland Barthes, the overall argument is that in order to (ad)venture forth in (sub)semiotics it is crucial to (re)consider past semiotic theory and the very ‘object’ of visual culture in and as writing itself.     

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

ABSTRACT

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers’ classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers’ confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers’ confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.     

Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens

Our guiding presupposition in this study was that socioscientific issues (SSI) instruction, given the humanistic features that comprise this type of instruction, could play a role as a vehicle for cultivating character and values as global citizens. Our main objective was to observe how and to what extent SSI instruction might contribute to this. In order to achieve this aim, we implemented a SSI program on genetic modification technology for 132 ninth-grade students over 3–4 weeks and identified its educational effects using a mixed method approach. Data sources included student responses to questionnaire items that measure the students' character and values, records of student discussions, and semi-structured interviews with the students and their teachers. Results indicated that the students became more sensitive to moral and ethical aspects of scientific and technological development and compassionate to diverse people who are either alienated by the benefits of advanced technology or who are vulnerable to the dangers of its unintended effects. In addition, the students felt more responsible for the future resolution of the genetic SSI. However, the students struggled to demonstrate willingness and efficacy to participate within broader communities that entailed action toward SSI resolution.     

An Emerging Role for the Physical Educator

The application of theories to understand concepts and issues in sport and physical education is viewed as a useful research strategy. Two theories addressing subjective phenomena relevant to sport experiences are presented. Concepts proposed in Martin Buber's I-Thou philosophy of relationship and Mihaly Csikszentmihalyi's flow model exploring the psychology of enjoyment are delineated and compared. Sportrelated research using these constructs is then presented. It is concluded that careful application of theories is a viable and valuable approach for studying complex, elusive phenomena in sport. Further, knowledge derived from such research facilitates understanding and awareness of subjective meaning in sport, and therefore opens individuals to the potential of relationship and flow.     

Book reviews

Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6

VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7.

Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6)

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1).     

Developmental Trajectories of Maladaptive Perfectionism Among African American Adolescents

This study examined the developmental trajectories of maladaptive perfectionism over a 7‐year period among African American youth living in an urban setting (N = 547). In particular, the study attempted to determine whether two maladaptive aspects of perfectionism (socially prescribed and self‐critical) changed over time and could be distinguished by variables in 6th and 12th grades (M_age at study entry [first grade] was 6.22 years [SD = 0.34]). Four classes best described the developmental trajectories on both measures of maladaptive perfectionism: high, low, increasing, and decreasing. Sixth‐ and 12th‐grade correlates, including measures of internalizing symptoms, mostly confirmed the distinctiveness of these classes. Parallel process analyses suggested that the two processes are complementary, yet distinct. Implications regarding the prevention of maladaptive perfectionism are discussed.