STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report.

From 22 studies of Science, Technology, Engineering and Mathematics (STEM) policies and practices around the world the STEM: country comparisons report makes 24 key findings which highlight a number of challenges for Australia with STEM participation and provides a basis of ideas to tackle these.

Information structure and the flow of translation

Translators often follow the established conventions of translations set out by founders like Nida and Taber (1969) or Newmark (1988). The principal convention, one could say, is to adhere to the source text in form and meaning. Another major convention is to keep the flow of the translated text natural, often referred to as ‘readability’ (Baker and Saldanha, 2009; Hatim and Munday, 2004). These two conventions are hard to go together, and one of them is often flouted. To maintain the same position of discoursal elements or information structure of the source text which include thematic information, left-dislocation, contrastiveness, and passive voice in the translated text is not an easy task. This exacerbates the task especially if the source and the target language have different typological features. This paper argues that discoursal elements are determinant in understanding the flow of the texts in the source language and should not, therefore, be frequently switched around in the translated texts to fit the norm of the target language. The order of these information structure elements should be maximally maintained when translating a text into a target language. It is after all the employment of such information structure units by the writer of the source text which is significant at any given point in discourse both cognitively, when processing the text, and interactionally, when communicating with the reader.

Unpacking black boxes: Mechanisms and theory building in evaluation

There is growing interest in the concept of ‘‘mechanism’’ across many areas of the social sciences. In the field of program and policy evaluation, a number of scholars have also emphasized the importance of causal mechanisms for explaining how and why programs work. However, there appears to be some ambiguity about the meaning and uses of mechanism-based thinking in both the social science and evaluation literature. In this article we attempt to clarify what is meant by mechanisms in the context of program evaluation by identifying three main characteristics of mechanisms and outlining a possible typology of mechanisms. A number of theoretical and practical implications for evaluators are also discussed, along with some precautions to consider when investigating mechanisms that might plausibly account for program outcomes.

Use of geographical information system and remote sensing techniques for planning culture-based fisheries in non-perennial reservoirs of Sri Lanka

 The presence of a wide areal extent of small-sized village reservoirs offers a considerable potential for the development of culture-based fisheries (CBFs) in Sri Lanka. To this end, this study uses geographical information systems (GISs) and remote sensing (RS) techniques to determine the morphometric and biological characteristics most useful for classifying non-perennial reservoirs for CBF development and for assessing the influence of catchment land-use patterns on potential CBF yields. The reservoir shorelines at full water supply level were mapped with a Global Positioning System to determine shoreline length and reservoir areal extent. The ratio of shoreline length to reservoir extent, which was reported to be a powerful predictor variable of CBF yields, could be reliably quantified using RS techniques. The areal extent of reservoirs, quantified with RS techniques (RS extent), was used to estimate the ratio of forest cover plus scrubland cover to RS extent and was found to be significantly related to the CBF yield (R2 = 0.400; P < 0.05). The results of this study indicated that morphometric characteristics and catchment land-use patterns, which might be viewed as indices of biological productivity, can be quantified using RS and GIS techniques. © 2014 Wiley Publishing Asia Pty Ltd.

Simulated hyperopic anisometropia and reading, visual information processing, and reading-related eye movement performance in children.

Purpose: This study investigated the impact of simulated hyperopic anisometropia and sustained near work on performance of academic-related measures in children.
Methods: Participants included 16 children (mean age: 11.1 ± 0.8 years) with minimal refractive error. Academic-related outcome measures included a reading test (Neale Analysis of Reading Ability), visual information–processing tests (Coding and Symbol Search subtests from the Wechsler Intelligence Scale for Children), and a reading-related eye movement test (Developmental Eye Movement test). Performance was assessed with and without 0.75 diopters of simulated monocular hyperopic defocus (administered in a randomized order), before and after 20 minutes of sustained near work. Unilateral hyperopic defocus was systematically assigned to either the dominant or nondominant sighting eye to evaluate the impact of ocular dominance on any performance decrements.
Results: Simulated hyperopic anisometropia and sustained near work both independently reduced performance on all of the outcome measures (P < 0.001). A significant interaction was also observed between simulated anisometropia and near work (P < 0.05), with the greatest decrement in performance observed during simulated anisometropia in combination with sustained near work. Laterality of the refractive error simulation (ocular dominance) did not significantly influence the outcome measures (P > 0.05). A reduction of up to 12% in performance was observed across the range of academic-related measures following sustained near work undertaken during the anisometropic simulation.
Conclusions: Simulated hyperopic anisometropia significantly impaired academic-related performance, particularly in combination with sustained near work. The impact of uncorrected habitual anisometropia on academic-related performance in children requires further investigation. © 2014 The Association for Research in Vision and Ophthalmology, Inc.