Vad kan vanligt förekommande matematikläxor ge elever och deras kunskapsutveckling? : En litteraturstudie om hur matematikläxor kan påverka elevers utvecklande av matematiska kunskaper med inriktning mot kunskapsmålen i årskurs 1-3

I den här studien har syftet varit att undersöka hur matematikläxor påverkar elevernas kunskapsutveckling. Det finns många olika perspektiv att belysa detta på, i det här fallet har fokus legat på lärarens undervisning i årskurs 1-3, där matematikläxor utgör en del av undervisningen som ska ge eleverna förutsättningar och möjligheter att nå kunskapsmålen. Studien har utgått från följande frågeställning: Vad kan vanligt förekommande matematikläxor ge elever och deras kunskapsutveckling? I arbetet med att undersöka denna frågeställning har en systematisk litteraturstudie genomförts och vetenskapliga artiklar har sökts fram via databaserna ERIC (Ebsco) och LIBRIS. Vetenskapliga artiklar har utifrån beskrivna kriterier valts ut, granskats och bidragit med kunskaper. Resultatet visar att förekomsten av matematikläxor bygger på traditioner och uppfattningar, att en hög läxfrekvens inte automatiskt utvecklar kunskaper hos eleverna, att elevernas förkunskaper och intellektuella förmågor har betydelse och att det är något som lärare måste ta hänsyn till, att olika typer av förståelse kan utvecklas via läxorna och att matematikläxor som genomförs under lektionstid med stöttning av lärare ökar chansen för fler elever att tillgodogöra sig kunskaperna.

Problemlösning i matematik för elever i förskoleklass

Syftet med arbetet är att få ökad kunskap om hur lärare i förskoleklass kan använda problemlösning i matematik i sin undervisning. Syftet konkretiseras i följande frågeställning: hur kan lärare använda problemlösning i matematik i sin undervisning för elever i förskoleklass? Arbetets frågeställning har besvarats genom att systematiskt söka efter forskning som kan besvara frågeställningen. Sökningarna har genomförts i databaserna Eric (EBSCO), Libris och Summon@Dalarna. Resultatet visar hur läraren kan förbereda för en undervisning där problemlösning används, hur han/hon kan välja och formulera ett problem, hur problemet ska presenteras för eleverna, hur läraren kan stötta eleverna när de stöter på svårigheter samt hur eleverna kan presentera sina lösningsförslag. Förberedelserna innebär att läraren väljer ett matematiskt område som eleverna ska arbeta mot. Lärarens val och formuleringen av problemet innebär att han/hon ska bestämma sig för vilken svårighetsgrad problemet ska vara på samt utforma det så att det innebär en tankeprocess för eleven. Lärarens presentation av problemet sker främst utifrån berättelsernas värld. När läraren ska stötta eleven under problemlösningsprocessen bör han/hon utgå från elevens sätt att tänka och de strategier han/hon använder. Elevernas presentation av problemet kan ske på flera olika sätt varav att eleverna ritar sitt lösningsförslag är det sätt som främst förekommer i resultatet. Läraren står inför flera val i hur undervisningen där problemlösning används ska bedrivas. Några av dessa val presenteras i det här arbetet. Undervisning som presenteras kan kopplas till flera av de mål och riktlinjer som är avsedda för elever i förskoleklass. Det visar på att undervisningen som presenteras i det här arbetet syftar till att bedrivas för elever i förskoleklass.

Knowledge about folate and the contribution of nutrient supplements to the intake of folic acid and vitamin B12 in Australian adults in 1995 and 1996

The present paper reports knowledge about folate and the contribution of supplements to the intake of folic acid and vitamin B12 in Australian adults during 1995 and 1996. Data were obtained from two population survey monitor surveys conducted in a sample of 5422 adults in 1995-96. The surveys were designed to complement food intake data from the 1995 National Nutrition Survey and to provide an estimate of total folate intake prior to the implementation of voluntary fortification of foods with folic acid. The proportion with knowledge about folate increased with education level and socioeconomic status and was greater in women than men. It was also greater in those who were married, and in those residing in Western Australia and the Australian Capital Territory than in other states and territories. Five per cent of men and 10% of women had taken a supplement containing folio acid on the previous day. The equivalent figures for vitamin B12 were 7.5% for men and 12.5% for women. On average, intake of folic acid from supplements was 11 micro g per day for men and 28 micro g per day for women and intake of vitamin B12 was 2.6 micro g per day for men and 4.5 micro g per day for women. For individuals who consumed a supplement containing folic acid on the day before the survey the median folic acid contribution was 200 micro g. In 1995 and 1996 only one in two adult Australians had heard of folate and only one in ten women of child-bearing age had taken a supplement containing folic acid.

Lifestyle pattern change in males following percutaneous transluminal coronary angioplasty/intracoronary stenting

tilizing a naturalistic inquiry approach, a semi-structured interview schedule and non-probability purposive sampling, this study provided detail on the rationale and influences behind the decisions of four males participants to change or not change their lifestyle patterns 3 months after a percutaneous transluminal coronary angioplasty/intracoronary stent procedure. One of the participants made a noticeable lifestyle pattern change in this period. The remaining participants failed to exhibit any discernible lifestyle pattern change or had continued with their previous behaviours. Results suggest a new 'positive' psychological health perspective, family considerations, return-to-work issues and a reluctance to participate in cardiac rehabilitation as the major factors influencing lifestyle pattern change. Because nurses spend the greatest amount of time with percutaneous transluminal coronary angioplasty/intracoronary stent patients during hospitalization, they have the best opportunity to provide up-to-date and relevant information to patients that will enable them to then make decisions concerning cardiac healthy lifestyle changes.

Floodplain wetlands of the Gellibrand estuary: What type of invertebrate community

Introduction. Along the south coast of Australia, wetlands on the floodplains of lowland rivers and estuaries have been severely altered by agriculture and urbanization. Efforts to restore or rehabilitate these wetlands are hampered by insufficient knowledge of the original condition of these wetlands, or their variability in time and space. This research describes the macroinvertebrate community of wetlands on the floodplain of the Gellibrand River and estuary, which has suffered comparatively few human impacts. The aim of the research was to describe the variability of macroinvertebrate communities as a baseline for the future management of these wetlands, and to contribute to the general understanding of estuary-floodplain wetlands, thereby improving the basis for their management.

The Gellibrand River has a catchment area of approximately 1200 km2 draining the western slopes of the Otway Ranges, and entering the Southern Ocean at Princetown. From a mean annual flow of 315 000 mL, 25 000 mL are removed per annum for agricultural and domestic use (O'May & Wallace 2001), and flows are closer to natural regimes than most other Western Victorian rivers. The estuary is a bar-built, salt-wedge estuary that becomes completely blocked by the sand bar in most years, during summer and autumn. Over past decades, the estuary mouth has been opened artificially in most years. to prevent flooding of agricultural land and roads adjacent to the wetlands. At its maximum, the salt-wedge penetrates approximately 10 km upstream from the river mouth, but the estuary may also be completely fresh during high winter discharge
(Mckay 2000).

The wetlands surrounding Princetown cover 119 ha and are listed as nationally important (Environment Australia 2001). This listing regards the wetlands as an important habitat for animals at vulnerable stages of their life cycle and a refuge from adverse conditions, such as drought. They are a good example of coastal brackish and freshwater marshes, with an important ecological and hydrological role as part of a large wetland
complex.

An evaluation of the construct of body image

Provides information on two studies which were designed to evaluate the efficacy of a multidimensional model of body image that incorporated the dimensions of perception, effect, cognition and behavior. Methodology used in the study; Results and general discussion.

Constitutive expression of hZnT4 zinc transporter in human breast epithelial cells

Zinc is an essential trace element required by all living organisms. An adequate supply of zinc is particularly important in the neonatal period. Zinc is a significant component of breast milk, which is transported across the maternal epithelia during lactation. The mechanisms by which zinc becomes a constituent of breast milk have not been elucidated. The function of the zinc transporter ZnT4 in the transport of zinc into milk during lactation was previously demonstrated by studies of a mouse mutant, the ‘lethal milk’ mouse, where a mutation in the ZnT4 gene decreased the transport of zinc into milk. In the present study, we have investigated the expression of the human orthologue of ZnT4 (hZnT4) in the human breast. We detected hZnT4 mRNA expression in the tissue from the resting and lactating human breast, using reverse-transcriptase PCR. Western-blot analysis using antibodies to peptide sequences of hZnT4 detected a major band of the predicted size of 47 kDa and a minor band of 77 kDa, in extracts from the resting and lactating breast tissues. There was no difference in the hZnT4 expression levels between lactating and resting breasts. The hZnT4 protein was present in the luminal cells of the ducts and alveoli where it had a granular distribution. A cultured human breast epithelial cell line PMC42 was used to investigate the subcellular distribution of hZnT4 and this showed a granular label throughout the cytoplasm, consistent with a vesicular localization. The presence of zinc-containing intracellular vesicles was demonstrated by using the zinc-specific fluorphore Zinquin (ethyl-[2-methyl-8-p-toluenesulphonamido-6-quinolyloxy]acetate). Double labelling indicated that there was no obvious overlap between Zinquin and the hZnT4 protein, suggesting that hZnT4 was not directly involved in the transport of zinc into vesicles. We detected expression of two other members of the hZnT family, hZnT1 and hZnT3, in human breast epithelial cells. We conclude that hZnT4 is constitutively expressed in the human breast and may be one of the several members of the ZnT family involved in the transport of zinc into milk.

Improving primary science: schools experience of change

Provides insights into the experiences of school officials in improving their method of teaching science within the School Innovation in Science (SIS) initiative. Involvement of all science teachers on the project; Management of educators and the analysis of existing teaching practices; Evidence of change in teaching methods and discussion of the stage process.

Talking to effective teachers of primary science

Focuses on teaching principles and practices of Australian primary science teachers as part of the School Innovation in Science (SIS) program in Victoria, Australia. Inadequacy of traditional teaching in developing and changing student's science understandings; Case descriptions of effective teachers in primary science; Analysis of the case descriptions and the implication of results for educational practice.

Teaching for understanding in science: constructivist / conceptual change teaching approaches

This two-paper set has arisen from a concern within the Victorian Science in Schools Research Project, to help teachers support student learning of science content. In the first paper, the research on student learning of science conceptions was reviewed, and the major findings presented. It traced the changing ways we have viewed science teaching and learning, over the last two decades. This second paper looks at a variety of teaching schemes that aim to support meaningful learning in science, some based on the metaphor of conceptual change, and draws out principles from these for how we might best support student learning of major science ideas.

School innovation in science (SIS): focusing on teaching

Focuses on the framework of School Innovation in Sciences (SIS) in Australia. Aim of SIS; Concept of school; Components of SIS for effective learning and teaching. INSET: School Innovation in Science Strategy.

Effect of alcohol intake on muscle glycogen storage after prolonged exercise

We studied the effects of alcohol intake on postexercise muscle glycogen restoration with samples from vastus lateralis being collected immediately after glycogen-depleting cycling and after a set recovery period. Six well-trained cyclists undertook a study of 8-h recovery (2 meals), and another nine cyclists undertook a separate 24-h protocol (4 meals). In each study, subjects completed three trials in crossover order: control (C) diet [meals providing carbohydrate (CHO) of 1.75 g/kg]; alcohol-displacement (A) diet (1.5 g/kg alcohol displacing CHO energy from C) and alcohol + CHO (AC) diet (C + 1.5 g/kg alcohol). Alcohol intake reduced postmeal glycemia especially in A trial and 24-h study, although insulin responses were maintained. Alcohol intake increased serum triglycerides, particularly in the 24-h study and AC trial. Glycogen storage was decreased in A diets compared with C at 8 h (24.4 ± 7 vs. 44.6 ± 6 mmol/kg wet wt, means ± SE, P < 0.05) and 24 h (68 ± 5 vs. 82 ± 5 mmol/kg wet wt, P < 0.05). There was a trend to reduced glycogen storage with AC in 8 h (36.2 ± 8 mmol/kg wet wt, P = 0.1) but no difference in 24 h (85 ± 9 mmol/kg wet wt). We conclude that 1) the direct effect of alcohol on postexercise glycogen synthesis is unclear, and 2) the main effect of alcohol intake is indirect, by displacing CHO intake from optimal recovery nutrition practices.

Spending time on primary science in integrated units

Examines the amount of time spent on science education in primary schools in Australia. Quality of teaching; Profile of science in the school; Presence of science in the curriculum.