Comparing alternate teaching styles to teach computing skills to girls in their English classes

Low female participation rates in computing are a current concern of the education sector. To address this problem an intervention was developed — computing skills were introduced to girls in their English classes using three different teaching styles: peer tutoring, cross-age tutoring and teacher instruction (control). The sample comprised 136 girls from Years 8 and 10 from a single-sex government school. A pre-test post-test quantitative design was used. To describe the students perspectives, qualitative data were collected from six focus groups conducted with 8–10 students — one from each of the six classes. It was predicted that cross-age tutoring would yield more positive effects than peer tutoring which, in turn, would yield more positive effects than traditional teacher instruction as assessed by achievement on class tasks and attitudes towards computing. The hypothesis was not supported by the quantitative analysis, however in the qualitative data cross-age tutoring was appraised more favourably than peer tutoring or teacher instruction. The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge. Problems with the implementation of the intervention identified in the focus groups were teacher differences, system failures, missed classes, lack of communication, and selection of computing activities. Practical suggestions were provided relevant to the introduction of cross-age tutoring and the use of computers within secondary level English classes.

Neglect dyslexia with a stimulus-centred deficit and without visuospatial neglect.

This paper reports a single case of ipsilesional left neglect dyslexia and interprets it according to the three-level model of visual word recognition proposed by Caramazza and Hillis (1990). The three levels reflect a progression from the physical stimulus to an abstract representation of a word. RR was not impaired at the first, retinocentric, level, which represents the individual features of letters within a word according to the location of the word in the visual field: She made the same number of errors to words presented in her left visual field as in her right visual field. A deficit at this level should also mean the patient neglects all stimuli. This did not occur with RR: She did not neglect when naming the items in rows of objects and rows of geometric symbols. In addition, although she displayed significant neglect dyslexia when making visual matching judgements on pairs of words and nonwords, she did not do so to pairs of nonsense letter shapes, shapes which display the same level of visual complexity as letters in words. RR was not impaired at the third, graphemic, level, which represents the ordinal positions of letters within a word: She continued to neglect the leftmost (spatial) letter of words presented in mirror-reversed orientation and she did not neglect in oral spelling. By elimination, these results suggest RR's deficit affects a spatial reference frame where the representational space is bounded by the stimulus: A stimulus-centred level of representation. We define five characteristics of a stimulus-centred deficit, as manifest in RR. First, it is not the case that neglect dyslexia occurs because the remaining letters in a string attract or capture attention away from the leftmost letter(s). Second, the deficit is continuous across the letter string. Third, perceptually significant features, such as spaces, define potential words. Fourth, the whole, rather than part, of a letter is neglected. Fifth, category information is preserved. It is concluded that the Caramazza-Hillis model accounts well for RR's data, although we conclude that neglect dyslexia can be present when a more general visuospatial neglect is absent.

Eiffel assertions and the external structure of classes and objects

The “external structure” in an object oriented system refers here to the  graphs of objects and classes. The class structure graph or class model is derived from the object structure graph or object model, and in this operation structural information is lost, or never made explicit. Although object oriented programming languages capture the class model as declarations,  contradictory assumptions about object model properties may be made introducing faults into the design. Consistent assumptions about the object model can be specified in the code using assertions such as Eiffel’s  invariants, preconditions and postconditions. Three examples specifying the external structure are considered.

Gait termination in young and older adults : effect of stopping stimulus probability and stimulus delay

Sixteen young (25±2.6 years) and 16 older individuals (69±4.4 years) walked normally then terminated walking rapidly. A visual stopping stimulus was presented 10 ms following ground contact (short delay) and in another condition, at 450 ms prior to toe-off (long delay). Stimulus probability was either high (80% of trials) or low (10%). The younger group stopped faster (463 vs. 574 ms) despite also walking faster (1.29 vs. 1.17 m s⁻¹). Longer delay decreased one-step responses but older participants used significantly more (slower) two-step stopping, which increased stopping time and distance. The additional step may have been pre-planned to maintain medial–lateral stability.

Effective teaching in universities: are students' basic needs being satisfied in large classes?

In a quest for a more efficient education system, many organizations have opted to increase class size. It is a common perception that large subjects are economical to run and small subjects are not. Many in the tertiary  education system have had concerns with issues involved in the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. As with any complex issue, there are several approaches that could be utilized to assess whether the needs of  stakeholders are being met. Stakeholders include the institution, the  teaching staff the community and the students. This study aims to assess whether universities are satisfying the needs of students as class size is increased The study focuses on satisfaction with large classes and includes an assessment of the satisfaction of students' psychological needs. These constructs are measured in small, medium and large classes to identify the change in the level of satisfaction. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in depth  interviews, focus groups, and a quantitative survey The results show that while customer satisfaction is being met, the satisfaction of students' psychological needs are not being fully realised. It was also found that there were notable variations between individual students, the subjects being studied and degree streams of students taking the same subject. The implications of these findings and suggestions for further investigation are discussed in this paper.

Progressive discourse in mathematics classes - the task of the teacher

This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use of complex, challenging tasks that problematised the curriculum; the orchestration of student reporting to allow all students to contribute to progress towards the community's solution to the problem; and a focus on seeking, recognizing, and drawing attention to mathematical reasoning and justification, and using this as a basis for learning.

Une methode graphique pour interpreter et representer des classes

Dans ce papier, une technique simple pour représenter et interpréter des classes est proposée. La méthode comprends deux phases et s’appuie sur un centrage-réduction des variables initiales et sur une analyse factorielle d’un tableau croisé qui contient les sommes des variables initiales par classe. Il en résulte un graphique qui met en évidence les différences entre les classes.

Students` performance and perception linked to the use of group and audience response systems (GARS) in large classes

This paper reports an investigation into the impact of Group and Audience Response Systems (GARS) on students’ learning outcomes, and perceptions of learning in large classes. Performance is compared between students who used the technology, and students who did not, based on progressive assignment and exam results. Perception is assessed based on an online survey questionnaire. The key findings of this study indicate that students who used the technology achieved, on average, 6.70% higher grades compared to those who did not. Further, use of the technology improved the overall achievement of students, on average, regardless of their perception of whether or not it would provide
an academic advantage. Key findings and future use of the technology are discussed.

Dance classes, youth cultures and public health

This article explores the social aspects of young people's participation in dance classes and its potential to lead to new directions in public health initiatives in Australia. The health benefits of dancing are promoted significantly less than other sports in spite of its popularity among young people. Dance classes, unlike the apparent abandonment of raving, present a specific, structured and codified dance style. Thus, it entail both self- and other-oriented subjectivity.

The occurrence of trans-18:1 isomers in plasma lipids classes in humans

Objective: The aim of this study was to examine the distribution of trans fatty acids (TFA) in plasma lipid classes and the relationship with dietary intake of TFA.

Design: After a 2 week baseline (habitual) diet, all subjects consumed a moderate fat (MF) diet for 3 weeks with the fat being derived mainly from margarine and the rest from lean beef, and then a very low fat (VLF) diet for 3 weeks with the TFA being derived only from the lean beef. Blood samples were collected 2 days prior to the end and also on the last day of each dietary period.

Setting: Deakin Institute of Human Nutrition, Deakin University, Geelong, Australia.

Subjects: Ten free-living mildly hypercholesterolaemic subjects aged 22-66 were recruited in Geelong.

Outcome measures: TFA intake was calculated from analyses of Australian margarines, butter, lean meat and animal fat. The TFA in plasma lipid fractions were separated by AgNO3 thin-layer chromatography and quantitated by capillary gas-liquid chromatography using internal standards.

Results: The phospholipid (PL) fraction contained more than 60% of the trans-18:1 isomers in the plasma lipids in all subjects. On the baseline diet, the predominant positional isomer of trans-18:1 in PL was Delta11, whereas in the other lipid classes it was the Delta9 isomer. The concentration of the Delta9 isomer increased on the MF diet, particularly in the PL fraction, while the concentration of the Delta11 isomer decreased in all fractions. On the VLF diet, the total TFA level decreased by approximately 50%, mainly due to decreases in the TFA isomers in the PL and TG fractions. Changes in plasma total and PL TFA, PL Delta9, Delta10 and Delta11 were strongly correlated with dietary TFA intake (P<0.0001). There were also significant association between dietary TFA intake and PL Delta12 (P=0.003), triacylglycerol Delta9 (P=0.009), Delta11 (P=0.0005), total triacylglycerol (P=0.023) and free fatty acid TFA (P=0.042).

Conclusions: The results suggest that the measurement of trans-18:1 in plasma PL and TAG, and plasma total TFA could be used to estimate the intake of TFA.

Self-determination theory and needs satisfaction in marketing education : are we meeting the needs of students in large marketing classes?

The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of self determination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.

Two stage partial classification for inconsistent and imbalanced classes

When deriving classification rules for a non-symmetric database with a binary target class, it is common practice to generate rules for the majority class, then any object which is not covered by a rule of suitable accuracy is by default given the minority class prediction. However, in the case where misclassification costs for the minority class significantly outweigh those of the majority class, this may mean that there are still costly incorrect predictions. We examine the capability of an evolutionary algorithm to detect these potentially costly misclassifications.

The effect of Shamanic-like stimulus conditions and the cognitive-perceptual factor of schizotypy on phenomenology

Shamanism has remained an integral part of indigenous healing rituals since ancient times and is currently attracting interest as a complementary therapeutic technique in psychology. Recently, shamanic-like techniques have been used to facilitate changes in the phenomenology of nonshamans. However, such research has largely been delimited to a single shamanic-like technique (i.e., drumming), and the role of personality traits with regards to receptivity to this technique has been neglected. The purpose of the present study was to investigate experimentally the effect of different shamanic-like techniques and the cognitive-perceptual factor of the schizotypy construct on phenomenology. One hundred and four non-shamans were randomly assigned to one of three conditions: Drumming, Ganzfeld, or Sitting Quietly with Eyes Open. Participants' phenomenology was assessed using the Phenomenology of Consciousness Inventory, Phenomenology associated with shamanic-like techniques appeared to be statistically significantly different from phenomenology associated with sitting quietly with eyes open. Furthermore, high cognitive-perceptual participants reported significant alterations in phenomenology compared to their low cognitive-perceptual counterparts. Methodological shortcomings of the present study are discussed and suggestions for future research are advanced.