Transported to Van Diemen's Land: the boys of the Frances Charlotte (1832) and Lord Goderich (1841)

From the logs of ships transporting convicts from Great Britain to Australia in the early nineteenth century, records of 2 ships carrying juveniles have been transcribed. Data on the backgrounds of the boys and height data are presented and analyzed. Comparisons are made with nineteenth- and twentieth-century data sets. Caution is expressed about limitations of the data, which constitute a sample stratified by age whose differences in means are sometimes anomalous.     

Immune response to n-terminal and c-terminal deletion mutants of Aspergillus fumigatus major allergen ASP F 3

The ubiquitous fungus Aspergillus fumigatus causes allergic rhinitis, asthma, sinusitis and allergic bronchopulmonary aspergillosis. A number of major allergens from A. fumigatus are purified, but their structure-function role in the pathogenesis of disease is not known. Such information is essential for devising alternative therapy of fungal allergic diseases. In the present study, N-terminal and C-terminal deletion mutants ofAsp f 3 were constructed and their immunopathological responses studied in a mice model of allergy. Three mutants viz,Asp f 3 (aa 33–168), (aa 1–142), and (aa 23–142) were made by deleting certain amino acids from epitopic regions of full lengthAsp f 3, a major allergen of A. furnigatus. TheAsp f 3 and three mutated proteins were expressed in pET vector. The C-terminal deletion mutantAsp f 3 (aa 1–142) induced elevated IFN-γ but low levels of IL-4 by spleen cells. This mutant also showed significant downregulation of peripheral blood eosinophils and lung inflammation in immunized mice. The N-terminal deletion mutantAsp f 3 (aa 33–168) also exhibited an immuno-suppressive effect in terms of IgE production and induction of Th2 cytokine. The results indicate thatrAsp f 3 and its deletion mutants induced distinct immune-inflammatory responses in mice on challenge with these proteins. The non-IgE binding deletion mutants ofAsp f 3 (aa 1–142 and aa 33–168) could deviate Th2 immune response with a concomitant reduction in airway inflammation and infiltration of inflammatory cells.     

Peer assessment accounting for student agreement

Peer assessment has been gaining significant ground as a means of fostering an environment of accountability and responsibility for group projects in higher education. A popular peer assessment method assigns individual grades via a linear relationship to peer assessment scores. Using this method, a group member who receives his or her group’s average peer assessment score is assigned the instructor‐given group grade; the group member who receives a total peer assessment score of zero is assigned an individual grade of zero. Unfortunately, applying this method often requires time‐consuming exploratory data analysis because of the potential for the method to yield a high spread of grades, including grades over 100%. The present study proposes a modification, which accounts for the degree of student agreement. When the modified procedure results in a change from the group grade, the direction of change is always the same, but with smaller magnitude, requiring less subsequent data analysis and instructor time demands. Easy‐to‐modify SAS code for applying the method is presented in the Appendix.     

Development of the Design Thinking and Instructional Lessons (DTAIL) model: a creative approach for teachers

Educational technology research and development - The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing...     

Structural and conceptual interweaving of mathematics methods coursework and field practica

This paper describes a study of observed relationships between the design of a preservice elementary mathematics methods course with accompanying field practicum and changes in the extent to which participating prospective teachers identified themselves with the mathematics reform movement after becoming practicing teachers. The curriculum of the course with its embedded field practicum experiences was designed to support prospective teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and elementary school structures were interwoven by conducting weekly mathematics methods course sessions at a school site followed immediately by related practicum experiences in classrooms in the school. The interweaving of conceptualizations about mathematics teaching and learning was facilitated as the methods instructor provided professional development for classroom teachers simultaneously with the methods course, encouraging the teachers to create “reform-friendly” classroom environments. Survey data from 68 prospective teachers involved in the project were analyzed to identify and describe relationships between course/practicum experiences and the degree to which they as practicing teachers, 1–3 years following the course/practicum, identified with a reform mathematics perspective, as well as to examine factors influencing those relationships.     

Connecting to nature at the zoo: implications for responding to climate change

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.