Los Sentimientos,Luchas, y Esperanzas de Cinco Familias Mexicana: The Sentiments,Struggles, and Hopes of Five Mexican Families

Within the everyday space of their modest trailer homes, I observed compelling environments in the households of 5 Mexican families. In their homes, there existed los padres con sus hijos (parents with their children) who intuitively expressed cariño, or love, for one another, conversed in multiple languages, practiced cultural traditions, and inculcated hope in their children’s minds and hearts. As I listened to their steadfast voices and felt their innermost emotions, a clearer understanding came to mind about ways in which educators and families might construct new alliances for the benefit of children’s future in America.     

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia

International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in...     

Opportunities for and obstacles to science in preschools: views from a community perspective

ABSTRACT

In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.     

Intellectual property rights,trade agreements,and international trade

The global process of strengthening and harmonization of intellectual property rights (IPRs) systems has been intensified in the last twenty five years by the signing of trade agreements (TAs) that include chapters with intellectual property (IP) provisions and other trade-related issues. This paper provides a first exploration of whether and how the signing of TAs with IP chapters influences bilateral trade flows for a balanced panel of 110 countries and the period 1995–2013. We address methodological issues related to the assessment of the effect of TAs on bilateral trade. We use matching econometrics to evaluate the treatment of TAs with and without IP chapters. In addition, we estimate the effects of TAs on bilateral trade in a more dynamic fashion using a panel data approach based on the gravity model. Also, we perform our analysis for trade in low- and high-IP intensive products. We found that both types of TAs increase bilateral trade but TAs with no IPRs chapters have a stronger positive effect on trade. However, if we include lags to consider that TAs with IP chapters might need a longer implementation time, the net expected increase on trade is similar for both types of TAs. We also found that the effects depend on the development level of countries and on the IP intensity of products. We found a clear positive effect for developed countries, but we do not observe important gains for developing countries in all sectors and to all destinations derived from TAs with IP chapters. This raises the question of whether trade gains can compensate the effort related with IP reforms.     

An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.     

‘Drawing the Leaves Anyway’: Teachers Embracing Children’s Different Ways of Knowing in Preschool Science Practice

This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, we have chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis builds on two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.     

Kindergarten Scores,Storytelling, Executive Function,and Motivation Improved through Literacy-Rich Guided Play

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.     

Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds

While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms designed for students learning English, in which students come from a complex range of backgrounds and may have experienced trauma. The paper provides support for sociocultural learning approaches, whereby students’ own cultural and linguistic background are treated as beneficial to education rather than as obstacles to be overcome.     

Postural control and physiological responses to a simulated match in U-20 judo competitors

Abstract

The aim was to evaluate the effects of judo combat on the athletes’ postural control (PC) and physiological loading before, during and after a simulated match. Seventeen under-20 regional and national level athletes completed one modified 7-min match. At baseline, during the combat (3rd and 7th minutes) and 2-min post-match centre of pressure (CoP) parameters were assessed. Heart rate (HR), blood lactate (BLa) and rating of perceived exertion (RPE) and local RPE (LRPE) were collected. Significant increments were observed in CoP mean positioning and velocity at 3rd and 7th minutes, but the CoP deviation in both axes was unaffected. HR and BLa were elevated at 3rd and 7th minutes, and they remained elevated 2-min post-match. However, CoP returned to baseline 2-min post-match. RPE was elevated at 3rd and 7th minutes and the greatest effort was displayed in the Deltoid and Quadriceps. Thus, one simulated judo match stimulates a significant metabolic response and balance is degraded, with the greatest effects on the anterior–posterior axis and it recovers to baseline level after 2 min of passive rest. The physiological load cannot be regarded as a potential predictor variable of CoP. Overall, a judo match predominantly affects the upper body than the other body parts.     

Media Regulation

AMERICAN BROADCASTING AND THE FIRST AMENDMENT by Lucas A. Powe Jr. (Berkeley: University of California Press, 1987—$25)

BEYOND BROADCASTING: PATTERNS IN POLICY AND LAW by Don R. Le Due (New York: Longman, 1987—price not given)

CABLE TELEVISION AND THE FIRST AMENDMENT by Patrick Parsons (Lexington, MA: Lexington Books, 1987—$24.00)

THE QUESTION OF PORNOGRAPHY: RESEARCH FINDINGS AND POLICY IMPLICATIONS by Edward Donnerstein, et al. (New York: Free Press, 1987 $24.95)

PRIVACY IN A PUBLIC SOCIETY: HUMAN RIGHTS IN CONFLICT by Richard F. Hixson (New York: Oxford University Press, 1987—$19.95)