A mathematical camp for bright pupils

The purpose of this paper is to present briefly the idea of a mathematical camp for bright pupils and to consider some features of the activities on such a camp.Investigations carried out in the period of 1980–1982 have allowed us to establish a list of activity forms, found to be the most effective, to recommend for use on mathematical camps for bright pupils.     

Association between moderately oxidized low-density lipoprotein and high-density lipoprotein particle subclass distribution in hemodialyzed and post-renal transplant patients

Disturbances in the metabolism of lipoprotein profiles and oxidative stress in hemodialyzed (HD) and post-renal transplant (Tx) patients are proatherogenic, but elevated concentrations of plasma high-density lipoprotein (HDL) reduce the risk of cardiovascular disease. We investigated the concentrations of lipid, lipoprotein, HDL particle, oxidized low-density lipoprotein (ox-LDL) and anti-ox-LDL, and paraoxonase-1 (PON-1) activity in HD (n=33) and Tx (n=71) patients who were non-smokers without active inflammatory disease, liver disease, diabetes, or malignancy. HD patients had moderate hypertriglyceridemia, normocholesterolemia, low HDL-C, apolipoprotein A-I (apoA-I) and HDL particle concentrations as well as PON-1 activity, and increased ox-LDL and anti-ox-LDL levels. Tx patients had hypertriglyceridemia, hypercholesterolemia, moderately decreased HDL-C and HDL particle concentrations and PON-1 activity, and moderately increased ox-LDL and anti-ox-LDL levels as compared to the reference, but ox-LDL and anti-ox-LDL levels and PON-1 activity were more disturbed in HD patients. However, in both patient groups, lipid and lipoprotein ratios (total cholesterol (TC)/HDL-C, LDL-C/HDL-C, triglyceride (TG)/HDL-C, HDL-C/non-HDL-C, apoA-I/apoB, HDL-C/apoA-I, TG/HDL) were atherogenic. The Spearman’s rank coefficient test showed that the concentration of ox-LDL correlated positively with HDL particle level (R=0.363, P=0.004), and negatively with TC (R=−0.306, P=0.012), LDL-C (R=−0.283, P=0.020), and non-HDL-C (R=−0.263, P=0.030) levels in Tx patients. Multiple stepwise forward regression analysis in Tx patients demonstrated that ox-LDL concentration, as an independent variable, was associated significantly positively with HDL particle level. The results indicated that ox-LDL and decreased PON-1 activity in Tx patients may give rise to more mildly-oxidized HDLs, which are less stable, easily undergo metabolic remodeling, generate a greater number of smaller pre-β-HDL particles, and thus accelerate reverse cholesterol transport, which may be beneficial for Tx patients. Further studies are necessary to confirm this.     

Computer science in K-12 school curricula of the 2lst century: Why,what and when?

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.     

Comparative physical education: An international scientific approach

The article describes the growth of research on various topics and ideas in a relatively new field — comparative physical education and sport — since the end of World War II. The field is closely related to comparative education. This is also true as regards its history, definition, aims, etc., and its methodology. Physical educators on the one hand have therefore borrowed methods from comparative educators, and on the other hand have tried to work out their own approaches. Examples of the latter are mentioned. A brief review of the literature is included.

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Zusammenfassung Der Artikel beschreibt die seit dem Ende des Zweiten Weltkrieges zunehmende Forschung im Hinblick auf verschiedene Themen und Vorstellungen auf einem relativ neuen Gebiet, der vergleichenden Leibes- und Sporterziehung. Das Gebiet ist mit der vergleichenden Erziehungswissenschaft eng verknüpft. Das gilt ebenso für seine Geschichte, Definition, Ziele usw. und für seine Methodik. Sporterzieher haben sich daher einerseits Methoden vergleichender Erziehungswissenschaftler bedient, andererseits haben sie versucht, eigene Ansätze herauszuarbeiten. Für letzteres werden Beispiele angegeben sowie eine kurze Besprechung der Literatur.

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Résumé Cet article décrit le développement de la recherche sur divers thèmes et idées dans un domaine relativement nouveau — celui de l'éducation physique et du sport comparés — depuis la Seconde guerre mondiale. Ce domaine est étroitement lié à celui de la pédagogie comparée. C'est également vrai en ce qui concerne son histoire, sa définition, ses objectifs, etc. et sa méthodologie. Les practiciens d'éducation physique ont donc d'une part emprunté les méthodes des maîtres partisans de la pédagogie comparée et essayé d'élaborer leurs propres approches d'autre part. Quelques-unes de ces approches sont mentionnées. Une brève liste de la littérature sur ce thème est incluse.

     

Validation of maturity offset in a longitudinal sample of Polish boys

Abstract

This study attempted to validate an anthropometric equation for predicting age at peak height velocity (APHV) in 193 Polish boys followed longitudinally 8–18 years (1961–1972). Actual APHV was derived with Preece–Baines Model 1. Predicted APHV was estimated at each observation using chronological age (CA), stature, mass, sitting height and estimated leg length. Mean predicted APHV increased from 8 to 18 years. Actual APHV was underestimated at younger ages and overestimated at older ages. Mean differences between predicted and actual APHV were reasonably stable between 13 and 15 years. Predicted APHV underestimated actual APHV 3 years before, was almost identical with actual age 2 years before, and then overestimated actual age through 3 years after PHV. Predicted APHV did not differ among boys of contrasting maturity status 8–11 years, but diverged among groups 12–15 years. In conclusion, predicted APHV is influenced by CA and by early and late timing of actual PHV. Predicted APHV has applicability among average maturing boys 12–16 years in contrast to late and early maturing boys. Dependence upon age and individual differences in actual APHV limits utility of predicted APHV in research with male youth athletes and in talent programmes.     

Validation of maturity offset in a longitudinal sample of Polish girls

Abstract

This study attempted to validate an anthropometric equation for predicting age at peak height velocity (PHV) in 198 Polish girls followed longitudinally from 8 to 18 years. Maturity offset (years before or after PHV) was predicted from chronological age, mass, stature, sitting height and estimated leg length at each observation; predicted age at PHV was the difference between age and maturity offset. Actual age at PHV for each girl was derived with Preece–Baines Model 1. Predicted ages at PHV increased from 8 to16 years and varied relative to time before and after actual age at PHV. Predicted and actual ages at PHV did not differ at 9 years, but predicted overestimated actual age at PHV from 10 to 16 years. Girls of contrasting maturity status differed in predicted age at PHV from 8 to 14 years. In conclusion, predicted age at PHV is dependent upon age at prediction and individual differences in actual age at PHV, which limits its utility as an indicator of maturity timing in general and in sport talent programmes. It may have limited applicability as a categorical variable (pre-, post-PHV) among average maturing girls during the interval of the growth spurt, ~11.0–13.0 years.