Reflections on working with critical action learning

Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development.     

Children''s Understanding of the Modal Expression of Speaker Certainty and Uncertainty and Its Relation to the Development of a Representational Theory of Mind

2 experiments examined children's understanding of the expression of speaker certainty and uncertainty and its relation to their developing theory of mind. In the first experiment, 80 children between 3 and 6 years of age were presented with a task in which they had to guess the location of an object hidden in 1 of 2 boxes. As clues to location, the children were presented with contrasting pairs of statements by 2 puppets. Different trials contained all of the possible pairwise combinations of either the modal verbs must, might, and could or the modal adjuncts probably, possibly, and maybe. Results showed that while 3-year-olds did not differentiate between any of the modal contrasts presented, 4-year-olds and older children were able to find the hidden object on the basis of what they heard. Performance was best for contrasts involving a highly certain term (either must or probably) paired with a less certain term (might, could, possibly, and maybe). Experiment 2 was designed to determine whether competence with modal terms was related to competence with mental terms in the same task, and whether performance on the certainty task was related to other aspects of the child's understanding of the nature of beliefs. 26 4-year-olds were presented with the certainty task, involving both modal and mental terms, and with tasks assessing their understanding of false beliefs, representational change, and the appearance-reality distinction. Results showed that all of these tasks were intercorrelated, implying that what may develop at 4 years of age may be a general understanding of the representational nature of belief.     

Incidence,type and intensity of abuse in street children in India

ObjectiveThe aims of this cross-sectional survey were to examine the prevalence, type and intensity of abuse in street children in Jaipur city, India.MethodBased on purposive random sampling, 200 street children, inclusive of equal number of boys and girls, were selected from the streets of Jaipur city, India, and administered an in-depth interview schedule which included five areas of abuse, namely, “general abuse,” “health abuse,” “verbal abuse,” “physical abuse,” and “psychological abuse.” Data was interpreted using percentages, t-test and correlations.ResultsStreet children reported experiences of abuse in all the five areas under study. Larger numbers of children (61.8%) scored in the “moderate” category of abuse while 36.6% children indicated abuse in “severe” and “very severe” categories on the intensity of abuse. Highest mean scores were obtained on the “verbal” and “psychological” area of abuse. Gender differences were significant in health and overall abuse, indicating boys to be significantly more abused than girls. There were significant positive correlations of abuse with increasing “age” and “income” of street children; and the occurrence of “multi-type” maltreatment and neglect in street children was clearly present.ConclusionDifferent forms of abuse are prevalent in street children in India. This area of study needs attention both by the researchers and the social workers.Practice implicationschildren who are identified in severe and very severe categories of abuse should be worked with in a follow up study with the help of governmental and nongovernmental agencies working in the field for child welfare.     

Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning

Systematic reviews of literature are studies that strategically search for published research on a specific topic in order to synthesize what is known about the topic. This systematic review describes 157 articles on synchronous online learning (SOL) from thirty-four different countries on instructional setting, content areas, participant demographics, research designs, independent and dependent variables, SOL technologies, and data-collection tools.     

Poly(<Emphasis Type="SmallCaps">D,L</Emphasis>-lactic-<Emphasis Type="Italic">co</Emphasis>-glycolic acid)-based artesunate nanoparticles: formulation,antimalarial and toxicity assessments

Objective

The aim of this study was to formulate polymer-based artesunate nanoparticles for malaria treatment.

Methods

Artesunate was loaded with poly(D,L-lactic-co-glycolic acid) (PLGA) by solvent evaporation from an oil-in-water single emulsion. Nanoparticles were characterized by X-ray diffraction and differential scanning calorimetry analyses. In vivo antimalarial studies at 4 mg/kg were performed on Swiss male albino mice infected with Plasmodium berghei. Hematological and hepatic toxicity assays were performed. In vitro cytotoxicity of free and encapsulated artesunate (Art-PLGA) to cell line RAW 264.7 was determined at concentrations of 7.8–1000 μg/ml.

Results

The particle size of the formulated drug was (329.3±21.7) nm and the entrapment efficiency was (38.4±10.1)%. Art-PLGA nanoparticles showed higher parasite suppression (62.6%) compared to free artesunate (58.2%, P<0.05). Platelet counts were significantly higher in controls (305 000.00±148 492.40) than in mice treated with free artesunate (139 500.00±20 506.10) or Art-PLGA (163 500.00±3535.53) (P<0.05). There was no sign of hepatic toxicity following use of the tested drugs. The half maximal inhibitory concentration (IC₅₀) of Art-PLGA (468.0 μg/ml) was significantly higher (P<0.05) than that of free artesunate (7.3 μg/ml) in the in vitro cytotoxicity assay.

Conclusions

A simple treatment of PLGA-entrapped artesunate nanoparticles with dual advantages of low toxicity and better antiplasmodial efficacy has been developed.

     

Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change

Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and...     

Writing to learn ecology: a study of three populations of college students

Being an ecologically literate citizen involves making decisions that are based on ecological knowledge and accepting responsibility for personal actions. Using writing-to-learn activities in college science courses, we asked students to consider personal dilemmas that they or others might have in response to how human choices can impact coastal dead zones around the world. We explored how undergraduate students (42 biology and 47 elementary education majors at a 4-year college and eight Native studies majors at a tribal college in the United States) identified their ecological dilemmas after reading about aquatic hypoxia. About 30% of the 4-year college students’s essays demonstrated a more ecologically literate understanding of hypoxia by the end of the study. The tribal college students improved their ecological literacy by 50%, albeit with a small sample size. Biology majors made more human-centered comments than the education majors. The Native American students often discussed trade-offs between quality of life and ecological consequences, and were classified as both human-centered and ecosystem-centered.