Gender Differences in Lunar‐related Scientific and Mathematical Understandings

This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle‐level students interacted with the Moon through observations, sketching, journalling, two‐dimensional and three‐dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students’ conceptual understandings were measured through analysis of pre‐test and post‐test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry‐oriented curriculum such as REAL.     

Developing a university course for online delivery based on learning objects: from ideals to compromises

A course instructor and his assistant at Athabasca University investigated whether the process of transferring interoperable learning objects from online repositories facilitated course production, both pedagogically and economically. They examined the efficiency of the objects‐assembly method from several perspectives while developing an online university course based on learning objects for this, one of Canada's leading online and distance education institutions. The two researchers examined issues that confronted them as they gathered, assessed, repaired, assembled and created learning objects. When their search for suitable objects appeared fruitless, they questioned assumptions made by theoreticians and visionaries about pedagogical and economic efficiencies associated with the objects‐assembly metaphor and production. They highlighted this metaphor's failure to guide their course design based on learning objects in a climate of uncertainty and explained the nature of the compromise that eventually compelled them to acquire a proprietary online delivery system.     

Agreements between authors and publishers

The degree to which agreements between authors and publishers are left to free negotiation varies from country to country. As the European nations move toward economic unity, a greater degree of conformity in literary common law is desirable. Any common rules on publishing contracts should balance the interests of publishers and authors so that authors receive a fair share of all exploitations of their work and publishers are free to exploit the works in all possible ways. Exploitation includes both traditional means and new mass media and merchandising rights. professor of Intellectual Property and Copyright Law at both Berlin state universities, and author of commentaries on the German Copyright Code (7th ed., 1988), the German Unfair Competition law (6th ed., 1990), and the International Copyright Conventions (German ed., 1977; French ed., 1982; English ed., 1990). This article was adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market Economy”, Hamburg, March 1991.     

Parallel assessment of nutrition and activity in athletes: validation against doubly labelled water, 24-h urea excretion, and indirect calorimetry

The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal x day(-1)). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g kg(-1) x day(-1)). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal x day(-1)) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal x min(-1); cycling: r = 0.95, SEE = 1.4 kcal x min(-1)). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes.     

Determination of the prevalence of anabolic steroids, stimulants, and selected drugs subject to doping controls among elite sport students using analytical chemistry

Drug abuse by adolescents has been investigated in various surveys that reported correlations between age, gender, and activity. However, none of these studies included chemical analyses to help substantiate the statements of participants. In the present study, the urine specimens of 964 students (439 females, 525 males; mean age 22.1 years, s = 1.7), who applied to study sports sciences at university, were assessed for anabolic steroids, stimulants, and selected drugs prohibited in sports. In total, 11.2% of the urine specimens provided contained drugs covered by doping controls. The most frequently detected compound was the major metabolite of tetrahydrocannabinol (9.8%) followed by various stimulants related to amphetamine and cocaine (1.0%). Indications of anabolic steroid use were found in 0.4% of urine samples but originated from contraceptives containing norethisterone. The present study provided unambiguous data on the status quo of drug (ab)use by adolescents hoping for a career related to elite sport or sports sciences. No use of anabolic steroids was detected. However, evidence for stimulants and tetrahydrocannabinol administration was obtained, although not reported by any participant, which highlights the issue of under-reporting in surveys based solely on questionnaires.