Are there signs of change in gendered language use in children's early reading material?

In this study we investigate the relative frequencies of female and male terms in early reading material for children using the Children’s Printed Word Database as a resource. As roles of females and males have changed over time it is of interest to see if there has been a corresponding change in representations of females and males in children’s books. We carried out analyses regarding different words related to gender. Except for nouns referring to relatives, we found in all word groups a preponderance of male terms. The imbalance of male and female pronouns is equivalent to that reported by Carroll, Davies, and Richman (1971) in a frequency count of printed words in children’s book in the USA conducted some 40 years ago. The results are discussed in terms of gender inequality in reading materials and the development of social mores and stereotypical ideas.

The social perception of heroes and murders: Effects of gender-inclusive language in media reports

The way media depict women and men can reinforce or diminish gender stereotyping. Which part does language play in this context? Are roles perceived as more gender-balanced when feminine role nouns are used in addition to masculine ones? Research on gender-inclusive language shows that the use of feminine-masculine word pairs tends to increase the visibility of women in various social roles. For example, when speakers of German were asked to name their favorite "heroine or hero in a novel," they listed more female characters than when asked to name their favorite "hero in a novel." The research reported in this article examines how the use of gender-inclusive language in news reports affects readers' own usage of such forms as well as their mental representation of women and men in the respective roles. In the main experiment, German participants (N = 256) read short reports about heroes or murderers which contained either masculine generics or gender-inclusive forms (feminine-masculine word pairs). Gender-inclusive forms enhanced participants' own usage of gender-inclusive language and this resulted in more gender-balanced mental representations of these roles. Reading about "heroines and heroes" made participants assume a higher percentage of women among persons performing heroic acts than reading about "heroes" only, but there was no such effect for murderers. A post-test suggested that this might be due to a higher accessibility of female exemplars in the category heroes than in the category murderers. Importantly, the influence of gender-inclusive language on the perceived percentage of women in a role was mediated by speakers' own usage of inclusive forms. This suggests that people who encounter gender-inclusive forms and are given an opportunity to use them, use them more themselves and in turn have more gender-balanced mental representations of social roles.

The Black-White Achievement Gap Amongst Struggling Readers: A Case Study of Early Intervention Outcomes in Massachusetts

A number of analyses of large data sets have suggested that the reading achievement gap between African American and White U.S. is negligible or small at school entry, but widens substantially during the school years because African American students show slower rates of growth in elementary and secondary school. Identifying when and why gaps occur, therefore, is a an important research endeavor. In addition, being able to predict which African American children are most likely to fall behind can contribute to efforts to close the achievement gap. This paper analyzes first grade and third grade data on African American and White children in Massachusetts who all were identified in first grade as struggling readers and enrolled in Reading Recovery—an individualized intervention. All the children were low-income and attending urban schools. Using Observation Survey data from first grade, and MCAS Reading data from 3rd grade, we found that the African American and White students made equal average progress while in first grade, but by the end of third grade showed a large gap in MCAS proficiency rates. We discuss the results in terms of school quality, reading development, dialect issues, testing formats, and the need to provide long-term support to vulnerable learners.

Effects of Study Area Size on Geographic Characterizations of Health Events: Prostate Cancer Incidence in Southern New England, USA, 1994-1998.

ABSTRACT : BACKGROUND : We consider how representations of geographic variation in prostate cancer incidence across Southern New England, USA may be affected by selection of study area and/or properties of the statistical analysis. METHOD : A spatial scan statistic was used to monitor geographic variation among 35,167 incident prostate cancer cases diagnosed in Massachusetts, Connecticut and Rhode Island from 1994 to 1998, in relation to the 1990 populations of men 20+ years of age living in that region. Results from the combined-states analysis were compared to those from single-states. Impact of scanning procedures set to examine up to 50% or no more than10% of at-risk populations also was evaluated. RESULTS : With scanning set to 50%, 5 locations in the combined-states analysis were identified with markedly distinct incidence rates. Fewer than expected cases were estimated for nearly all Connecticut, Rhode Island and West Central Massachusetts, whereas census tracts on and around Cape Cod, and areas of Southwestern Connecticut and adjacent to greater Boston were estimated to have yielded more than expected incidence. Results of single-state analyses exhibited several discrepancies from the combined-states analysis. More conservative scanning found many more locations with varying incidence, but discrepancies between the combined- and single-state analysis were fewer. CONCLUSION : It is important to acknowledge the conditional nature of spatial analyses and carefully consider whether a true cluster of events is identified or artifact stemming from selection of study area size and/or scanning properties.

Logistic regression with incompletely observed binary

Logistic regression is one of the most important tools in the analysis of epidemiological and clinical data. Such data often contain missing values for one or more variables. Common practice is to eliminate all individuals for whom any information is missing. This deletion approach does not make efficient use of available information and often introduces bias.^ Two methods were developed to estimate logistic regression coefficients for mixed dichotomous and continuous covariates including partially observed binary covariates. The data were assumed missing at random (MAR). One method (PD) used predictive distribution as weight to calculate the average of the logistic regressions performing on all possible values of missing observations, and the second method (RS) used a variant of resampling technique. Additional seven methods were compared with these two approaches in a simulation study. They are: (1) Analysis based on only the complete cases, (2) Substituting the mean of the observed values for the missing value, (3) An imputation technique based on the proportions of observed data, (4) Regressing the partially observed covariates on the remaining continuous covariates, (5) Regressing the partially observed covariates on the remaining continuous covariates conditional on response variable, (6) Regressing the partially observed covariates on the remaining continuous covariates and response variable, and (7) EM algorithm. Both proposed methods showed smaller standard errors (s.e.) for the coefficient involving the partially observed covariate and for the other coefficients as well. However, both methods, especially PD, are computationally demanding; thus for analysis of large data sets with partially observed covariates, further refinement of these approaches is needed. ^

The Effect of Proximity, Explicitness, and Representation of Basic Science Information on Student Clinical Problem-Solving

Problem: Medical and veterinary students memorize facts but then have difficulty applying those facts in clinical problem solving. Cognitive engineering research suggests that the inability of medical and veterinary students to infer concepts from facts may be due in part to specific features of how information is represented and organized in educational materials. First, physical separation of pieces of information may increase the cognitive load on the student. Second, information that is necessary but not explicitly stated may also contribute to the student’s cognitive load. Finally, the types of representations – textual or graphical – may also support or hinder the student’s learning process. This may explain why students have difficulty applying biomedical facts in clinical problem solving. Purpose: To test the hypothesis that three specific aspects of expository text – the patial distance between the facts needed to infer a rule, the explicitness of information, and the format of representation – affected the ability of students to solve clinical problems. Setting: The study was conducted in the parasitology laboratory of a college of veterinary medicine in Texas. Sample: The study subjects were a convenience sample consisting of 132 second-year veterinary students who matriculated in 2007. The age of this class upon admission ranged from 20-52, and the gender makeup of this class consisted of approximately 75% females and 25% males. Results: No statistically significant difference in student ability to solve clinical problems was found when relevant facts were placed in proximity, nor when an explicit rule was stated. Further, no statistically significant difference in student ability to solve clinical problems was found when students were given different representations of material, including tables and concept maps. Findings: The findings from this study indicate that the three properties investigated – proximity, explicitness, and representation – had no statistically significant effect on student learning as it relates to clinical problem-solving ability. However, ad hoc observations as well as findings from other researchers suggest that the subjects were probably using rote learning techniques such as memorization, and therefore were not attempting to infer relationships from the factual material in the interventions, unless they were specifically prompted to look for patterns. A serendipitous finding unrelated to the study hypothesis was that those subjects who correctly answered questions regarding functional (non-morphologic) properties, such as mode of transmission and intermediate host, at the family taxonomic level were significantly more likely to correctly answer clinical case scenarios than were subjects who did not correctly answer questions regarding functional properties. These findings suggest a strong relationship (p < .001) between well-organized knowledge of taxonomic functional properties and clinical problem solving ability. Recommendations: Further study should be undertaken investigating the relationship between knowledge of functional taxonomic properties and clinical problem solving ability. In addition, the effect of prompting students to look for patterns in instructional material, followed by the effect of factors that affect cognitive load such as proximity, explicitness, and representation, should be explored.

Analyses of shocked quartz from the K-P boundary

The precise cause and timing of the Cretaceous-Paleocene (K-P) mass extinction 65 Ma ago remains a matter of debate. Many advocate that the extinction was caused by a meteorite impact at Chicxulub, Mexico, and a number of potential kill-mechanisms have been proposed for this. Although we now have good constraints on the size of this impact and chemistry of the target rocks, estimates of its environmental consequences are hindered by a lack of knowledge about the obliquity of this impact. An oblique impact is likely to have been far more catastrophic than a sub-vertical one, because greater volumes of volatiles would have been released into the atmosphere. The principal purpose of this study was to characterize shocked quartz within distal K-P ejecta, to investigate whether the quartz distribution carried a signature of the direction and angle of impact. Our analyses show that the total number, maximum and average size of shocked quartz grains all decrease gradually with paleodistance from Chicxulub. We do not find particularly high abundances in Pacific sites relative to Atlantic and European sites, as has been previously reported, and the size-distribution around Chicxulub is relatively symmetric. Ejecta samples at any one site display features that are indicative of a wide range of shock pressures, but the mean degree of shock increases with paleodistance. These shock- and size-distributions are both consistent with the K-P layer having been formed by a single impact at Chicxulub. One site in the South Atlantic contains quartz indicating an anomalously high average shock degree, that may be indicative of an oblique impact with an uprange direction to the southeast +/- 45°. The apparent continuous coverage of proximal ejecta in this quadrant of the crater, however, suggests a relatively high impact angle of >45°. We conclude that some of the more extreme predictions of the environmental consequences of a low-angle impact at Chicxulub are probably not applicable.

Physical properties of sediment cores of the Bengal Fan

We examined geophysical data from a Multi-Sensor Core Logger (MSCL), a logging device providing continuous measurements of gamma-ray attenuation, p-wave travel time, and magnetic susceptibility on marine sediment cores. In the first part we focused on the gamma-ray system and compared two different calibration methods. From the gamma-ray attenuation, we calculated densities and porosities by incorporating mass weighted attenuation coefficients. The application of an iteration method reduces the error of the density and porosity estimates compared to GRAPE data. In addition, we derived equations to calculate water content and dry bulk density from gamma-ray attenuation measurements. Comparison with physical properties determined on discrete samples revealed a very good correlation of both data sets (r = 0.99). This correlation is valid for sediments from substantially different geological settings (e.g., turbidites, hemipelagic muds, and opal-rich sediments). In the second part we applied our data to marine geological questions. For sediments from the Antarctic Polar Frontal Zone, there is indication that the content of biogenic opal can be assessed using a correlation of density and p-wave velocity. For sediments from the Bengal Fan, the relationship between the MSCL acoustic impedance (the product of density and p-wave velocity) and the grain-size distribution in discrete samples can be used to predict clay and sand/silt ratios for sediment cores from the shelf and upper continental slope.

Personajes lectores en la novela de la Organización Nacional

El trabajo se propone presentar una serie de personajes‐lectores que habitan los mundos ficcionales de un corpus de novelas argentinas producidas durante el período de la Organización Nacional, con el propósito de indagar en las representaciones del acto de leer que los escritores y escritoras proyectaron en sus obras. Pretende, a su vez, establecer puntos de articulación con una situación sociohistórica caracterizada, dados los esfuerzos emprendidos, como un tramo decisivo en la creación de las condiciones de posibilidad para la conformación de un público instruido. Dos particularidades referidas a los personajes lectores plasmados en las novelas examinadas presentan interés. Por un lado, las representaciones de las heroínas que leen aportan una versión desconocida de la lectora ficcional en la medida en que constituyen la imagen contrapuesta del cliché literario de la “mala lectora" o casos de bovarismo. Por otro, plasman dos retratos de personajes masculinos descriptos por su mal desempeño en la práctica de la lectura. Estas representaciones resultan llamativas y permiten analizar las posiciones de los autores ante la extensión de la lectura a nuevos sectores.

Composite depth scale, tie points and magnetic susceptibilities of ODP Site 178-1098 sediments

Multiple holes were cored at Ocean Drilling Program Leg 178 Sites 1098 and 1099 in two subbasins of the Palmer Deep in order to recover complete and continuous records of sedimentation. By correlating measured properties of cores from different holes at a site, we have established a common depth scale, referred to as the meters composite depth scale (mcd), for all cores from Site 1098. For Site 1098, distinct similarities in the magnetic susceptibility records obtained from three holes provide tight constraints on between-hole correlation. Additional constraints come from lithologic features. Specific intervals from other data sets, particularly gamma-ray attenuation bulk density, magnetic intensity, and color reflectance, contain distinctive anomalies that correlate well when placed into the preferred composite depth scale, confirming that the scale is accurate. Coring in two holes at Site 1099 provides only a few meters of overlap. None of the data sets within this limited overlap region provide convincing correlations. Thus, the preferred composite depth scale for Site 1099 is the existing depth scale in meters below seafloor (mbsf).

Composition of phyllosilicates from hydrothermally altered basalts of DSDP Hole 83-504B, Costa Rica Rift, Pacific Ocean

Phyllosilicates occurring as replacements of olivine, clinopyroxene and interstitial materials and as veins or fracture-fillings in hydrothermally altered basalts from DSDP Hole 504B, Leg 83 have been studied using transmission and analytical electron microscopy. The parageneses of phyllosilicates generally change systematically with depth and with the degree of alteration, which in turn is related to permeability of basalts. Saponite and some mixed-layer chlorite/smectite are the dominant phyllosilicates at the top of the transition zone. Chlorite, corrensite, and mixed-layer chlorite/corrensite occur mainly in the lower transition zone and upper levels of the sheeted dike zone. Chlorite, talc, and mixed-layer talc/chlorite are the major phyllosilicates in the sheeted dike zone, although replacement of talc or olivine by saponite is observed. The phyllosilicates consist of parallel or subparallel discrete packets of coherent layers with packet thicknesses generally ranging from < 100 A to a few hundred A. The packets of saponite layers are much smaller or less well defined than those of chlorite, corrensite and talc, indicating poorer crystallinity of saponite. By contrast, chlorite and talc from the lower transition zone and the sheeted dike zone occur in packets up to thousands of A thick. The Si/(Si + A1) ratio of these trioctahedral phyllosilicates increases and Fe/(Fe + Mg) decreases in the order chlorite, corrensite, saponite, and talc. These relations reflect optimal solid solution consistent with minimum misfit of articulated octahedral and tetrahedral sheets. Variations in composition of hydrothermal fluids and precursor minerals, especially in Si/(Si+A1) and Fe/(Fe+Mg) ratios, are thus important factors in controlling the parageneses of phyllosilicates. The phyllosilicates are generally well crystallized discrete phases, rather than mixed-layered phases, where they have been affected by relatively high fluid/rock ratios as in high-permeability basalts, in veins, or areas adjacent to veins. Intense alteration in basalts with high permeability (indicating high fluid/rock ratios) is characterized by pervasive albitization and zeolitization. Minimal alteration in the basalts without significant albitization and zeolitization is characterized by the occurrence of saponite ± mixed-layer chlorite/smectite in the low-temperature alteration zone, and mixed-layer chlorite/corrensite or mixed-layer talc/chlorite in the high-temperature alteration zone. Textural non-equilibrium for phyllosilicates is represented by mixed layering and poorly defined packets of partially incoherent layers. The approach to textural equilibrium was controlled largely by the availability of fluid or permeability.

Investigation of knot nests on Ellesmere Island

Knots arrive on Ellesmere Island in late May or early June. At Hazen Camp small flocks were present on 3 June 1966, but the main influx occurred 5 June when many flocks were seen ranging in size from 6 to 60 individuals. The sexes appeared to arrive together, but the manner of pair-formation was not determined. By 7 June pairs were distributed over the tundra with large feeding flocks forming at snowfree wet marshy areas. Most nests were on Dryas-hummocked slopes and tundra, either dry or moist, with some on clay plains and summits in a mixed Dryas and Salix vegetation. A census area of 240 ha supported at least 3 breeding pairs, and possibly 5; the total number of pairs breeding in the Hazen Camp study area was estimated to be about 25 (1.09 pairs/km**2). Egg-laying (4 nests) extended from 15 to 28 June, with 3 of the 4 sets completed between 20 and 23 June. Both sexes incubated, one of the pair more regularly than the other. The song-flight display of the male was performed most frequently during egglaying and incubation. The incubation period of the last egg in one clutch was established as being between 21.5 and 22.4 days. Four nests hatched between 12 and 20 July, and the hatching period of the entire clutch was less than 24 hours. Four of 7 nests (57 %) survived and egg survival (53 %) was low. Families left the nesting area so on after hatching, concentrating at ponds where food was readily available for the young. Both adults attended the young during the pre-fledging period, but the females apparently departed before the young had hedged. Males left once the young could fly and the adult fall migration was complete by early August. Most 01 the young departed belore mid-August. Fall migration is complete by late August or early September. The breeding season appears to be timed to peak load supply for the young. Adult Chironomidae emergence was highest between 3 and 17 July, the period during which most successful nests hatched. The increasing scarcity of adult insects for the young after mid-July was offset by family movements over the tundra and the early departure of half the adult population. Food also seemed to influence the distribution of breeding pairs aver the tundra, restricting them to the general vicinity of marshes, streams, and ponds where food is most available when the young hatch. Territoriality in the Knot appears to be closely associated with the protection of the nest against predators and has at least a local effect in regulating the number of breeding pairs. Plant material was important in the diet of adult Knots throughout the summer and the primary food from the time of arrival until mid-June. After mid-June the percentage of animal matter increased as dipterous insects became available (especially adult Chironomidae), but plant materials continued to constitute a large part of the diet, usually more than 50 %. The food of the young before fledging consisted principally of adult chironomids.

El rol de la literatura en la escuela primaria argentina en el marco de la constitución de identidades nacionales (1900-1940)

En esta tesis se aborda la historia de la lectura en la escuela primaria argentina en el contexto de la construcción de identidades nacionales entre 1900 y 1940. Para esto, partimos de un análisis de las políticas educativas que se implementaron durante ese período, en tanto marco sociohistórico, para luego abocarnos a un relevamiento exhaustivo de las prácticas de lectura concretas que se llevaron a cabo en las aulas. En esta tesis, entonces, nos ocupamos de relevar en múltiples fuentes los discursos y representaciones sobre la lectura Iiteraria en la escuela desde la perspectiva de funcionarios, pedagogos, docentes y lectores alumnos; el lugar de los dispositivos didácticos en la formación de los lectores en edad escolar y la diversidad de géneros de libros de lectura de acuerdo a los objetivos didácticos. Por otro lado, también nos ocupamos de indagar cuales fueron los modos de leer y practicas de lectura habituales en la escuela y cómo se fue constituyendo el canon de textos Iiterarios que ingresaba en el circuito escolar. En este sentido, tomamos como caso testigo el episodio de censura y traducción cultural a los códigos argentinos de la novela Corazón de Edmundo De Amicis que fue retirada del circuito escolar durante la gestión de Ramos Mejia al frente del Consejo Nacional de Educación por considerar que era una amenaza a la nacionalización cultural y lingüística y fue sustituida por traducciones culturales argentinas. Para esto, analizamos la polémica en tomo a la inclusión de la novela como lectura escolar; las practicas de lectura, apropiaciones y propuestas didácticas en torno al texto y, por ultimo, hacemos un análisis descriptivo comparativo de los textos de las traducciones culturales. Nuestra investigación se enmarca en una perspectiva transdisciplinar y se establecen relaciones con dimensiones políticas, pedagógicas, culturales, sociales e históricas. Para ello fue necesario crear un aparato metodológico cualitativo que diera cuenta de la multiplicidad de fuentes, va sea par el formato -escritas, orales e icónicas- o por el origen -de la burocracia escolar, textos de sistematización didáctica, narrativas de la practica, artículos de revistas pedagógicas y escolares, libros de lectura, etc-. Estas fuentes son analizadas desde una perspectiva textual pero, fundamentalmente, desde una mirada sociocultural que permite acercamos alas micropolíticas escolares, a la vida cotidiana y a aspectos del contexto sociohistórico. En este sentido, nuestra tesis propone dar cuenta de un espacio vacante en la investigación realizada hasta el momento dando cuenta del lugar del lector y su formación como ciudadano argentino a partir de las practicas de lectura escolares; es decir, plantearnos la hipótesis de que durante el periodo estudiado uno de los mecanismos de nacionalización puestos en juego en la escuela fue la utilización del discurso literario y sus practicas de lectura en pos de la argentinización. Además, plantearnos que a pesar de los mecanismos, rituales y modos de intervención del Estado para la nacionalización, los lectores alumnos y los maestros se apropiaron de la literatura desde sus propias experiencias socioculturales, resistiendo al discurso hegemónico

The 'Philosophical paintings' of the Republic

En el presente artículo examino la apropiación platónica del lenguaje poético en República y sostengo que, a pesar de sus críticas a la poesía en los libros 3 y 10, el lenguaje poético está correctamente entrelazado dentro del tejido filosófico para pintar lo corrupto, lo feo y lo inmoral. En términos específicos, la adaptación platónica de diversos motivos poéticos e imágenes en República se vuelve más significativa si prestamos atención a Sócrates como un quasi-pintor en el diálogo e interpretamos sus imágenes filosóficas como una respuesta de la filosofía a las engañosas representaciones dramáticas de la poesía. De este modo, el arte de la pintura que, incluso es criticado en el libro 10 de República, en manos de Platón resulta una herramienta filosófica que le permite investigar la relación de nuestro mundo senso-perceptivo ordinario con el campo metafísico de las Ideas y el lugar de lo humano en él

El rol de la literatura en la escuela primaria argentina en el marco de la constitución de identidades nacionales (1900-1940)

En esta tesis se aborda la historia de la lectura en la escuela primaria argentina en el contexto de la construcción de identidades nacionales entre 1900 y 1940. Para esto, partimos de un análisis de las políticas educativas que se implementaron durante ese período, en tanto marco sociohistórico, para luego abocarnos a un relevamiento exhaustivo de las prácticas de lectura concretas que se llevaron a cabo en las aulas. En esta tesis, entonces, nos ocupamos de relevar en múltiples fuentes los discursos y representaciones sobre la lectura Iiteraria en la escuela desde la perspectiva de funcionarios, pedagogos, docentes y lectores alumnos; el lugar de los dispositivos didácticos en la formación de los lectores en edad escolar y la diversidad de géneros de libros de lectura de acuerdo a los objetivos didácticos. Por otro lado, también nos ocupamos de indagar cuales fueron los modos de leer y practicas de lectura habituales en la escuela y cómo se fue constituyendo el canon de textos Iiterarios que ingresaba en el circuito escolar. En este sentido, tomamos como caso testigo el episodio de censura y traducción cultural a los códigos argentinos de la novela Corazón de Edmundo De Amicis que fue retirada del circuito escolar durante la gestión de Ramos Mejia al frente del Consejo Nacional de Educación por considerar que era una amenaza a la nacionalización cultural y lingüística y fue sustituida por traducciones culturales argentinas. Para esto, analizamos la polémica en tomo a la inclusión de la novela como lectura escolar; las practicas de lectura, apropiaciones y propuestas didácticas en torno al texto y, por ultimo, hacemos un análisis descriptivo comparativo de los textos de las traducciones culturales. Nuestra investigación se enmarca en una perspectiva transdisciplinar y se establecen relaciones con dimensiones políticas, pedagógicas, culturales, sociales e históricas. Para ello fue necesario crear un aparato metodológico cualitativo que diera cuenta de la multiplicidad de fuentes, va sea par el formato -escritas, orales e icónicas- o por el origen -de la burocracia escolar, textos de sistematización didáctica, narrativas de la practica, artículos de revistas pedagógicas y escolares, libros de lectura, etc-. Estas fuentes son analizadas desde una perspectiva textual pero, fundamentalmente, desde una mirada sociocultural que permite acercamos alas micropolíticas escolares, a la vida cotidiana y a aspectos del contexto sociohistórico. En este sentido, nuestra tesis propone dar cuenta de un espacio vacante en la investigación realizada hasta el momento dando cuenta del lugar del lector y su formación como ciudadano argentino a partir de las practicas de lectura escolares; es decir, plantearnos la hipótesis de que durante el periodo estudiado uno de los mecanismos de nacionalización puestos en juego en la escuela fue la utilización del discurso literario y sus practicas de lectura en pos de la argentinización. Además, plantearnos que a pesar de los mecanismos, rituales y modos de intervención del Estado para la nacionalización, los lectores alumnos y los maestros se apropiaron de la literatura desde sus propias experiencias socioculturales, resistiendo al discurso hegemónico